Teachers' Decision-Making Concerning Equity-Centered Education: Appeals for Clarity and Support Amidst Shifts in District Policy

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Resisting Niceness, Whiteness, and Political Neutrality (Table 39)

Abstract

This study aims to investigate how K12 district-level policies influence teachers' decision-making concerning diversity, equity, and inclusion (DEI). The objective is to better understand the internal influence that messaging and policies from district administrators have on teachers' adoption of equity-centered practices. Critical discourse analysis was used along with other qualitative methods to collect and analyze data. The study spanned two school years in a predominantly white suburb with a growing racially diverse student population. The findings highlight teachers' appeals for clarity and support and the specific influence of politics and parent pushback. There is a need for further exploration to better understand how the district's messaging and policies are influencing teachers' decision-making in the context of all other influencing factors.

Author

• Sarah D. Lent, University of Wisconsin - Madison