How School and District Contexts Impact Practitioners’ Efforts to Implement Culturally Responsive Practices

• In Event: Impact of Institutional Structures, Resources, and Support on Multicultural Educational Experiences

Abstract

As districts and schools consider adopting policies and practices to become more culturally responsive to the students, families, and communities they serve, it is important to understand the varying contexts in which these efforts are occurring. This study uses qualitative interview data with teachers and school leaders to articulate the ways in which schools and districts are supporting efforts to become more culturally responsive as well as ways in which that work is not being supported. The study’s findings also explore how practitioners respond within districts and schools that vary in their support of implementing culturally responsive practices. Interviews were conducted with 27 teachers and school leaders representing a range of localities and regions across the United States.

Authors

• Ryan Fink, University of Pennsylvania

• Rosa L. Rivera-McCutchen, Hunter College - CUNY

• Katarina Suwak, University of Pennsylvania

• Cailen O'Shea, North Dakota State University

• Marianna Fischer, The Leadership Academy

• Dinorah-Marie Hudson, Graduate Center - CUNY