Action-Oriented Culturally Responsive-Sustaining Transition Practices: Exploring Community Practices to Promote Educational Renewal

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 4
  In Roundtable Session: Supporting Teacher Development Across Contexts (Table 4)

Abstract

A national survey examined culturally responsive-sustaining transition (CRST) using Ajzen’s (1991) theory of planned behavior. Transition specialists (n=395) shared their beliefs, capacities, and actions related to youth-focused planning during postsecondary transition. As the field reflects on policies and practices to promote equitable outcomes that repair systemic inequities; this mixed-method study captures current lived experiences of post-secondary transition educators/specialists to examine perceptions and actions that impede or support effective transition practices within local and state educational agencies. Findings suggest educators believe their practices are adequate, yet, data indicates more professional development on CRST is needed. Our study critically examines the debate on how educators can integrate CRST practices to support youth and families from diverse backgrounds.

Authors

• Rebekka J. Jez, University of San Diego

• Leena Landmark, Sam Houston State University

• James Sinclair, University of Arkansas at Fayetteville