Increasing Educational Equity Through Culturally Responsive Schooling

The research team of racially and geographically diverse scholars, including those at minority serving institutions (MSIs) and land grant universities, working in partnership with the Leadership Academy, a premier national leadership development non-profit, will collaborate with practitioners from a diverse set of schools and districts to produce a series of rubrics that capture three central domains of culturally responsive schooling and conduct a series of studies to examine their reliability and validity. The predictive validity studies will provide pioneering evidence about the relationship between cultural responsiveness and valued student outcomes. The measures developed during the course of this project 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.