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Culturally responsive practices (CRPs) help reduce educational inequities. Teacher CRP use depends on their beliefs, administrator support, and community views on diversity, equity, and inclusion (DEI).

Keywords:
culturally responsive practicesdiversity ideologiesequity-focused teaching in political contextsmoral beliefs in education

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Area of Science:

  • Educational Psychology
  • Sociology of Education

Background:

  • Instructional practices affirming students' cultural backgrounds can mitigate educational inequities.
  • Educators face backlash for addressing inequities, creating moral dilemmas regarding student engagement.

Purpose of the Study:

  • To explore how educators' individual moral frameworks and contextual factors influence the implementation of culturally responsive practices (CRPs).
  • To understand the interplay between educators' diversity ideologies, administrator support for equity, and community DEI sentiment in shaping CRP adoption.

Main Methods:

  • A national study examining educators' likelihood of implementing CRPs.
  • Analysis of how individual moral frameworks (multicultural vs. colorblind ideologies) interact with contextual frameworks (administrator support, community DEI sentiment).

Main Results:

  • In DEI-permissive communities, multicultural educators frequently used CRPs irrespective of administrator support.
  • In DEI-opposed communities, multicultural educators' CRP use depended on administrator support.
  • Educators with weaker multicultural endorsement consistently relied on administrator support for CRP implementation, regardless of community DEI sentiment.

Conclusions:

  • Educators' CRP implementation is influenced by a complex interaction of personal beliefs, administrative backing, and community atmosphere.
  • Individual moral frameworks guide practice, but contextual factors, especially community sentiment, play a crucial role, particularly when personal and community values diverge.