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Exploring culturally responsive schooling conceptualizations, responsibility, and implementation strategies Katarina Suwak
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Suwak, Katarina, author.
- Language:
- English
- Subjects (All):
- Education.
- Educational leadership.
- Educational administration.
- 0515.
- 0449.
- 0514.
- 0703.
- Local Subjects:
- Education.
- Educational leadership.
- Educational administration.
- 0515.
- 0449.
- 0514.
- 0703.
- Genre:
- Academic theses
- Physical Description:
- 1 online resource (163 pages)
- Contained In:
- Dissertations Abstracts International 87-12A
- Place of Publication:
- Ann Arbor : ProQuest Dissertations and Theses, 2026
- Language Note:
- English
- Summary:
- Culturally responsive schooling (CRS) is a combination of practices, approaches, and ways of being embedded into the education ecosystem rather than a singular practice contained within the walls of the classroom. CRS is increasingly being adopted by educators across the United States to meet the needs of a progressively diverse student population, however, educator understanding and implementation of culturally responsive practices tend to be inconsistent. In this three-paper dissertation, qualitative data are used to explore how educators conceptualize and enact culturally responsive practices in schools, who they perceive to be responsible for CRS, and which implementation strategies are likely to facilitate adoption. The first paper shares how educators describe their understanding of CRS and enactment of CRS-aligned practices through the lens of the New York State Culturally Responsive-Sustaining Education Framework. Findings suggest a gap in educators' conceptualizations of what CRS is and how to enact robust practices. The second paper explores educator perceptions of who should be responsible for CRS and how that responsibility is demonstrated, providing insight for organization change across the education ecosystem. The third paper identifies implementation strategies that span the education ecosystem which should be considered by researchers and educators who plan to study or implement CRS. This three-paper dissertation highlights the complexities of CRS and the importance of collaboration, training, and alignment across all levels of the education ecosystem to understand and adopt meaningful practices that support the education of all students
- Notes:
- Source: Dissertations Abstracts International, Volume: 87-12, Section: A.
- Advisors: Nakkula, Michael J. Committee members: Kane, Andrea M.; Gray, Abigail
- Ed.D. University of Pennsylvania 2026
- Vendor supplied data
- Local Notes:
- School code: 0175
- ISBN:
- 9798252430140
- Access Restriction:
- Restricted for use by site license
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