The Influence of a Northwestern School District’s Equity and Inclusion Initiative on Classroom Teachers’ Perceptions Using Culturally Responsive Practices: A Pilot Study of Selected Principles

Racial tensions are high in the United States of America in the 21st century, and hate crimes are on the rise due to political rhetoric and more frequent litigation. This situation challenges current approaches to diversity, equity, and inclusion, commonly known as (DEI). Although these tensions affect many societal areas, the public education system has seen particularly dramatic changes as the nation's diversity grows. This shift has invoked the first moves to adapt culturally relevant practices to combat racism and promote inclusion and belonging in response to evolving classroom dynamics. Moreover, the current backlash against these practices challenges the usefulness and effectiveness of culturally relevant practices in the schools in supporting academic growth amongst all students. One example of these challenges is the current controversy over textbooks and other reading materials in schools and libraries. In a few States such as Texas, Florida, Missouri, and Utah, textbooks are being restricted or banned, children’s library books are being hand-picked, and curricula are being changed to exclude topics that deal with various approaches to race and diversity.
Even those educators who agree that culturally relevant practices could be beneficial in the success of all students acknowledge the notable gap between teachers’ perceptions of culturally relevant practices and the burden of difficulty in implementation (Ladson-Billings, 2009). This study examined some of the significant issues surrounding the implementation of equity and cultural diversity programs in educational institutions and gave voice to classroom teachers through their perceptions of culturally responsive practices in a Northwestern School District (NSD). As a pilot study, this research investigated teachers’ attitudes and perceptions of two principles in Dr. Howard’s framework, which is applied in NSD as a part of a district-wide equity initiative. The study surveyed 92 teachers and interviewed five teachers who completed district equity training. The purpose of this was to investigate the impact of district equity training in a Northwestern State using culturally responsive practices by examining the teachers’ perceptions and attitudes. The findings demonstrated a positive shift in mental models and moderate use of the two culturally responsive principles selected for this study. The results supported perceptions of positive relationships, student engagement, and inclusion of all learners while using CRP. Ultimately, the challenges with the variation in the depth of knowledge of the principles, limited time, a lack of effective strategies, and a reluctance to talk about issues concerning race impeded the success of the equity initiative. These findings provide important insights for teacher preparation, educational leadership, and policymakers when implementing culturally responsive practices and understanding the pressures teachers face from high-stakes accountability and state standards. They underscore the critical need for ongoing, applied-focused training in teacher education to promote inclusive and effective teaching for all learners, advocating for a shift in policy and practice.

Committee

Betty Overton-Adkins, PhD, Chair
Diane Allerdyce, PhD
Woden Teachout, PhD

MONDAY FEBRUARY 24, 2025 | 1:00 PM–3:00 PM ET / 10:00 AM–12:00 PM PT
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