School District Leadership and Racial Justice: Examining the Use of a Culturally Responsive-Sustaining Framework to Advance Equity Between Black and White Student Populations Within New York State Public Education

Abstract

The current climate in the United States reflects a heightened focus on examining and challenging systemic inequities that have long impacted Black individuals. Culturally responsive education efforts have increased as schools experience increasingly diverse populations. The purpose of this study was to gain an understanding of how district leaders are implementing the New York State Education Department (NYSED) Culturally Responsive-Sustaining (CR-S) Education Framework in advancing equity between their Black and White student populations. Challenges and barriers experienced in the implementation of this framework, and approaches and strategies needed to overcome these were also explored. Interviews with six school district leaders in New York State provided the sources for the data in this qualitative descriptive study. The results of the interviews reflect seven categories regarding the implementation of this framework. These categories include providing a starting point, professional development, the role of stakeholders, disproportionality, familiarity with the CR-S Framework, uncomfortable change, and diversity of action. Thirteen themes within these categories emerged from the interviews. Findings indicate a range of experiences with the implementation of the CR-S Education Framework, with school district leaders in the early phases of utilizing the framework to directly mitigate inequities between their Black and White student populations. The findings provide the basis for recommendations for policy development, improved practices, and further research needed in order to continue to advance educational equity throughout the public education system