Elementary Teachers’ Experiences of Implementing Culturally Responsive and Inclusive Education in New York State
Many states in the United States have adopted culturally responsive sustaining education (CRSE) as a pedagogical framework to promote inclusive education and positive student outcomes for all students, including those from marginalized groups. Yet there is a paucity of knowledge on teachers’ attitud...
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MDPI AG
2025-01-01
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| Series: | Education Sciences |
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| author | Grace Pai |
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| description | Many states in the United States have adopted culturally responsive sustaining education (CRSE) as a pedagogical framework to promote inclusive education and positive student outcomes for all students, including those from marginalized groups. Yet there is a paucity of knowledge on teachers’ attitudes towards and experiences of implementing these initiatives. This study draws on survey data to explore how urban and rural/suburban elementary school teachers across the state of New York understand and implement the state’s CRSE framework. Results show that although CRSE is not necessarily a top priority of many schools across the state, teachers generally have positive perceptions of CRSE and have been accountable in taking concrete steps towards implementing inclusive curriculum. However, they can benefit from more school- and district-level support. Lastly, teachers in rural/suburban districts outside of NYC reported significantly lower rates of school-wide buy-in into CRSE. These findings support the development of school- or districtwide professional learning opportunities to build understanding of the state’s framework and ways to collaboratively translate CRSE values into inclusive teaching. |
| format | Article |
| id | doaj-art-e338b109085b4df08951230f2d68e3f2 |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-e338b109085b4df08951230f2d68e3f22025-01-24T13:30:33ZengMDPI AGEducation Sciences2227-71022025-01-011518910.3390/educsci15010089Elementary Teachers’ Experiences of Implementing Culturally Responsive and Inclusive Education in New York StateGrace Pai0Department of Elementary and Early Childhood Education, Queens College, City University of New York, Flushing, NY 11367, USAMany states in the United States have adopted culturally responsive sustaining education (CRSE) as a pedagogical framework to promote inclusive education and positive student outcomes for all students, including those from marginalized groups. Yet there is a paucity of knowledge on teachers’ attitudes towards and experiences of implementing these initiatives. This study draws on survey data to explore how urban and rural/suburban elementary school teachers across the state of New York understand and implement the state’s CRSE framework. Results show that although CRSE is not necessarily a top priority of many schools across the state, teachers generally have positive perceptions of CRSE and have been accountable in taking concrete steps towards implementing inclusive curriculum. However, they can benefit from more school- and district-level support. Lastly, teachers in rural/suburban districts outside of NYC reported significantly lower rates of school-wide buy-in into CRSE. These findings support the development of school- or districtwide professional learning opportunities to build understanding of the state’s framework and ways to collaboratively translate CRSE values into inclusive teaching.https://www.mdpi.com/2227-7102/15/1/89culturally responsive and sustaining educationelementary educationteacher educationinclusive education |
| spellingShingle | Grace Pai Elementary Teachers’ Experiences of Implementing Culturally Responsive and Inclusive Education in New York State Education Sciences culturally responsive and sustaining education elementary education teacher education inclusive education |
| title | Elementary Teachers’ Experiences of Implementing Culturally Responsive and Inclusive Education in New York State |
| title_full | Elementary Teachers’ Experiences of Implementing Culturally Responsive and Inclusive Education in New York State |
| title_fullStr | Elementary Teachers’ Experiences of Implementing Culturally Responsive and Inclusive Education in New York State |
| title_full_unstemmed | Elementary Teachers’ Experiences of Implementing Culturally Responsive and Inclusive Education in New York State |
| title_short | Elementary Teachers’ Experiences of Implementing Culturally Responsive and Inclusive Education in New York State |
| title_sort | elementary teachers experiences of implementing culturally responsive and inclusive education in new york state |
| topic | culturally responsive and sustaining education elementary education teacher education inclusive education |
| url | https://www.mdpi.com/2227-7102/15/1/89 |
| work_keys_str_mv | AT gracepai elementaryteachersexperiencesofimplementingculturallyresponsiveandinclusiveeducationinnewyorkstate |