Both/And: Student Experiences of Culturally Responsive-Sustaining and Competency-Based Education in a Four-Year Initiative

• In Event: AERA Poster Session Sunday 1:45 pm
  In Poster Session: A Collection of Studies Covering Varied Topics of Applied Research in Schools

Abstract

This mixed-methods study investigates how culturally responsive and sustaining education (CRSE) is experienced by students in competency-based learning environments across 21 schools. Using survey data from approximately 4,400 students and interviews with students, school leaders, and educators, the study centers student experiences with CRSE practices. Many described affirming instruction, especially students in schools with a higher proportion of students with disabilities, who often reported experiencing more inclusive practices. However, differences in the extent to which students saw themselves reflected in instructional materials emerged by race, ethnicity, and gender. Results highlight both the promise and fragility of CRSE within evolving competency-based systems, particularly where challenges such as limited representation in the teaching staff and threats to sustainability persist.

Authors

• Jilliam N. Joe, Aurora Institute

• Kelly Organ, FullScale