Elementary Teachers’ Experiences of Implementing Culturally Responsive and Inclusive Education in New York State

Bibliographic Data

ID22045231
AuthorsGrace Pai (0000-0002-2677-8801, Queens College, CUNY, corresponding author)
Year2025
Volume15
Issue1
Pages89
Publication date2025-01-15
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15010089
OpenAlexW4406397647
LanguageEN
Citations received3
References cited23

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

Mathematics education · Pedagogy · Sociology · Collaborative Teaching and Inclusion · Computer Science · Education Discipline and Inequality · Psychology · Teacher Education and Leadership Studies

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Open DOIOpen Access