There has been an increase in racial and other minority students in higher education in the US in the past two decades. Additionally, the socio-political events in the past couple of years have highlighted the racial injustice present in the institutional systems urging educators to re-assess diversity and inclusion in pedagogical approaches. These events have led educational institutions to adopting anti-racism statements to acknowledge and affirm equality and openness. The current study explored the relationship between anti-racism statements adopted by the institutions and culturally responsive teaching and learning in the classrooms by assessing the cultural responsiveness of syllabi. The researchers also developed a cultural responsiveness rubric for the purpose of this study. The results showed that there was substantial agreement between the raters while assessing syllabi using the culturally responsiveness rubric developed by the researchers. The results also indicated no significant difference in the cultural responsiveness of syllabi before and after adopting anti-racism statement. However, the median score after adopting anti-racism statement was greater on the cultural responsiveness rubric than the before scores. The researchers have discussed the implications and recommendations for incorporating additional culturally responsive elements in syllabi. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]