Supports for Implementing Equitable Practices in the K–12 Classroom: A Qualitative Study of Teachers' Perceptions

Format:

Book

Author/Creator:

Gittens, Allyson D.

Contributor:

Rabinowitz, Maya

Wang, Elaine Lin

Language:

English

Other Title:

Supports for Implementing Equitable Practices in the K–12 Classroom

Place of Publication:

RAND Corporation 2024

Summary:

Public schools in the United States have become more diverse over the past two decades, and there is an emerging push for equity considerations in instruction in public schools across the country. However, there is a lack of clarity around the types of messages that teachers receive about teaching with an equity lens and how teachers enact equitable practices in the classroom. In this study, the authors interviewed 45 teachers of mathematics and English language arts in kindergarten through grade 12 and examined the messages that these teachers reported receiving from various sources as they relate to equity and how teachers operationalize such messages to teach students from traditionally underserved backgrounds (i.e., students with Black or Latino backgrounds, English learners, students with disabilities, and students from lower-income households).