Increasing Educational Equity Through Culturally Responsive Schooling |
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The initiative, “Increasing Educational Equity Through Culturally Responsive Schooling,” will provide educators with a picture of both the dimensions of culturally responsive schooling and what different levels of engagement look like. Additionally, the team will contribute to the field's understanding of how educators across different contexts and stakeholder groups understand culturally responsive schooling, the requisite district conditions for meaningful culturally responsive school practices, and the role of the principal in brokering culturally responsive practices when there is resistance.
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The team will use The Leadership Academy’s research-based Culturally Responsive Leadership Frameworks as a starting point for developing a series of rubrics that capture the central domains of culturally responsive schooling. The team will then conduct a series of validation studies to examine the rubrics’ reliability and validity.
The grant is one of $12 million in recent awards under the IES Transformative Research program, which supports “innovative or unconventional research that has the potential to lead to new scientific paradigms, novel and more effective approaches to education practice or policy, or transformative technologies that substantially increase learner outcomes.”
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To do their best learning, every student needs their school to be a human-centered environment of inclusion where they feel valued, respected and have access to challenging, engaging, and interest-driven learning experiences. It takes a culturally responsive leader to create that environment. Adding, “This project is a critical step for giving leaders evidence-based tools to help them be that leader.
Dr. Nancy Gutiérrez
The Leadership Academy President & CEO
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The Institute of Education Sciences noted in its grant announcement: “In recent years, an emerging body of practice and research has pointed to a promising approach to identifying and addressing systemic inequities: equity-focused culturally responsive schools and culturally responsive leadership. Culturally responsive schools develop welcoming, engaging, and inclusive environments for students and families from diverse backgrounds. Positive learning environments are linked to higher teacher efficacy, decreased student absenteeism, increased graduation rates, and lower suspension rates of high school students. A culturally responsive leader builds the cultural capacity of teachers to teach diverse students effectively and promote pedagogy that validates and affirms student backgrounds. These behaviors have been shown to positively influence academic achievement and students' engagement with the school environment.” |
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The American education system has long under-served large segments of our youth, for whom today’s educational experiences simply do not resonate with their everyday experiences. Therefore, making education more relevant to students’ lives and helping them to actively engage with their environments is an existential challenge facing educators today. He said, “This project will help guide schools’ progress by developing important research-informed resources and validated tools for educators about what are the key elements of cultural responsiveness and where schools are in their levels of adoption.
Dr. Jonathan Supovitz
CPRE Executive Director, University of Pennsylvania
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PROJECT TEAM
Jonathan A. Supovitz, Ed.D
University of Pennsylvania
Sonya D. Horford, Ph.D.
Teachers College, Columbia University
Hollie Mackey, Ph.D.
North Dakota University
Rosa L. Rivera-McCutchen, Ph.D.
CUNY Lehman College
Constance A. Lindsay, Ph.D.
University of North Carolina at Chapel Hill
Marianna F. Valdez, Ph.D.
The Leadership Academy
Lisa Keller, Ph.D.
University of Massachusetts
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About Penn GSE
Penn GSE is one of the nation’s premier research education schools. No other education school enjoys a university environment as supportive of practical knowledge-building as the Ivy League’s University of Pennsylvania. The School is notably entrepreneurial, launching innovative degree programs for practicing professionals and unique partnerships with local educators, and the first-ever business plan competition devoted exclusively to educational products and programs. For further information about Penn GSE, please visit www.gse.upenn.edu/
About CPRE
The Consortium for Policy Research (CPRE), headquartered at Penn GSE, conducts meaningful research that delves into the relationship between educational policy and the effects it has on classroom practice, student learning, school reform, teacher workforce, and school governance. Find more about CPRE research and projects, visit cpre.org or follow CPRE on social media at: @cpreresearch
About The Leadership Academy
The Leadership Academy is a nationally recognized nonprofit organization that builds the capacity of education leaders, at every level of the system, to confront inequities and create the conditions necessary for all students to thrive. Since 2003, The Leadership Academy has worked with thousands of leaders in more than 200 school systems across 37 states, Washington, D.C., and two countries. Visit at: leadershipacademy.com
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