Cultivating an Inclusive Learning Environment: A Case Study of Cultural Diversity Management in Atebubu Senior High School

Abstract

This case study investigates the management of cultural diversity at Atebubu Senior High School to analyze how these efforts influence inclusion and academic success among students from diverse cultural backgrounds. Grounded in the Sociocultural Theory of Learning, which underscores the significance of social and cultural contexts in cognitive development, this research employs a qualitative approach, and the phenomenological research design. The study's population includes all teachers and students at the school. A purposive sampling method was used to select 34 participants, consisting of 4 teachers and 30 students. Data were collected through in-depth interviews with the participants, focus group discussions, observations and document analysis. The findings reveal several achievements, including the successful implementation of culturally responsive teaching practices, enhanced cross-cultural understanding among students, and improved academic performance linked to inclusive teaching strategies. However, obstacles such as insufficient teacher training, limited resources for diversity programs, and challenges in addressing cultural biases within the school community were also identified. Based on these findings, the study recommends that educational practitioners, policymakers, and researchers should prioritize enhancing cultural diversity management practices and actively work to create inclusive learning environments in secondary schools.