Studies have shown there is a discrepancy of physical activity between lower socioeconomic status (SES), urban communities and those with higher median household incomes. Using the cultural relevance cycle as a framework, which consists of three core ideas 1) knowing community dynamics, 2) knowing how community dynamics influence educational processes, and 3) implementing strategies that reflect cultural knowledge, I observed a Chicago Public School for a service learning project and interacted with a number of faculty, students, and community members. I was able to identify three themes that correlated with the cultural relevance theory and were a direct influence in how faculty interacted with students and created inclusive curriculum. The following themes were found: 1) outside cultures were brought into the school and diversity was celebrated; 2) SES played a role in overall physical activity (PA), specifically after school; and Physical Education teachers created an inclusive environment with PA relevant to all.


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