The Role of K–12 Public School Principals in Culturally Sustaining Mathematics Education

• In Event: Math Education Support Structures of RPP (Research-Practice Partnership), Teacher Leaders, Principals, Parents, and Future Math Professionals

Abstract

This study was designed to investigate how K-12 school principals evaluate equitable mathematics teaching practices using culturally sustainable pedagogy through the conceptual lens of culturally sustaining leadership. The focus was criteria public school principals use to evaluate mathematics instruction and guidance they provide to support the professional growth of mathematics teachers to ensure all students gain access to grade-level mathematics knowledge for opportunities of power and wealth within the dominant culture. The study was conducted using semi-structured, one-time interviews with ten public school principals who work in traditional school settings. The transcripts were analyzed and coded using a non-linear approach, and relationships among codes were collapsed into larger overarching themes.

Authors

• Kellie Pop, Washoe County School District

• Lynda R. Wiest, University of Nevada - Reno