TITLE:  Implementing Culturally Responsive Pedagogy to Support Somali Immigrant Students and Their Families in Minnesota’s Urban Schools

ABSTRACT: This paper explores the application of Culturally Responsive Pedagogy (CRP) in the education of Somali immigrant students in Minnesota’s urban schools. Despite the growing Somali student population in the region, Somali students often face significant academic and social challenges, including cultural disconnection, language barriers, and underrepresentation in the curriculum. This extended literature review examines how CRP can bridge these gaps by promoting an inclusive, respectful, and culturally affirming learning environment. The study investigates how educators can utilize cultural knowledge to enhance Somali students' academic success, foster stronger family-school partnerships, and create a sense of belonging. Key findings from the review include the importance of cultural awareness in promoting student engagement, the value of viewing linguistic and cultural differences as assets rather than deficits, the challenges Somali families face in engaging with schools, and the effectiveness of incorporating culturally relevant materials into the curriculum. The paper emphasizes the need for educators to shift from deficit-based approaches to asset-based teaching, and it provides practical recommendations for creating more inclusive classrooms. Ultimately, this research aims to inform and inspire educators, policy makers, and community leaders in their efforts to enhance the educational experience of Somali immigrant students and promote equity in urban schools.

COMPLETED:  December 2025