Toward a Culturally Responsive Education for Rural Schools: Insights From a Multiple-Case Study

• In Event: Rural Education Research for Social Justice: Antiracism in Research and Practice

Abstract

The last several decades have seen a growing recognition of the value of cultural responsiveness alongside research that has documented its effectiveness in addressing disparities in opportunities among youth of color in U.S. schools. While CRE has generally been applied to ethnic and racial minority student populations schooled in urban contexts, the principles and practices undergirding CRE have the potential to ameliorate the disenfranchisement of impoverished youth in rural settings as well. To illustrate the need to expand the way CRE is viewed by educators and researchers as well as the contexts in which it can be leveraged to improve the lives of young people, this paper draws on two in-depth case studies of rural schools in New York State.

Authors

• Aaron Leo, University at Albany - SUNY

• Kristen C. Wilcox, University at Albany