Mathematics Scan
Category: Teacher and Leader Development
In this study, we investigate the role of teacher education (TE) programs in filtering the implementation of Culturally Responsive and Sustaining Education teaching guidelines in Pennsylvania. Drawing on a comparative case study of three TE programs across diverse institutional and political contexts, we find that implementation varied from surface-level adoption of the guidelines to deeper implementation, depending on actors’ perceptions of the specificity, authority, consistency, power, and stability of the policy and programs’ pre-existing organizational conditions. As racial politics eroded the policy's initial race-conscious language, the labor of preserving the policy’s equity aims fell disproportionately on women of color. These findings point to the uneven costs of equity-based reforms and the need for structures that recognize and redistribute this labor.
Keywords
Organizational Theory/Change; Politics; Race; Teacher Education/Development; Qualitative Research; Case Studies
Education level
Document Object Identifier (DOI)
10.26300/v6xs-3c60
