September 13, 2024
A new set of briefs derived from research and created in response to requests from school leaders across New York State provide strategies and practical tools to assist school leaders who are striving to integrate culturally responsive and sustaining education (CRSE) into mathematics.
These briefs complement the strategies provided in the New York State Education Department’s (NYSED) Culturally Responsive-Sustaining (CR-S) Education Framework.
Research shows that attention to CRSE can help foster equitable and inclusive mathematics learning environments—just as in all other subjects—and enhance motivation and academic success. Engaging CRSE in mathematics teaching requires attention to organizational processes in schools, student outcomes, teacher practice, school administration, and families and communities.
The Region 2 Comprehensive Center (R2CC) partnered with WestEd researchers Jahneille Cunningham, Rebecca Colina Neri, and Carlos Sandoval to create an actionable series of practice briefs derived from their previous publication, A Research Agenda for Culturally Responsive and Sustaining Education in Mathematics. In the research agenda, the authors review the literature and detail four key dimensions to strengthen the implementation of CRSE.
The practice briefs explore each of these four dimensions:
- building teacher capacity,
- developing organizational processes,
- codesigning with families and communities, and
- prioritizing a broader set of student outcomes in mathematics.
These briefs offer school and district leaders actionable guidance to support the implementation of CRSE in mathematics teaching and learning.
The practice briefs and the detailed introduction arose in response to requests from school and district leaders throughout New York State for research-based materials to support educators in effectively applying a culturally responsive and sustaining lens to mathematics teaching and learning.
Culturally responsive-sustaining education practices in all subject areas are critical in fostering affirming learning environments and successful outcomes for all students across New York State. — Dr. Diane M. Wynne, Executive Director of the Office of Diversity, Equity, and Inclusion at NYSED
Previously, the R2CC collaborated with NYSED to widely engage administrators, educators, and other key leaders in the state’s Culturally Responsive-Sustaining (CR-S) Education Framework.
R2CC and educational leaders at the NYSED developed and aired two webinar series (see below) through which state and district leaders shared tools and ideas and learned about CRSE principles and practices being implemented throughout the state.
Personnel working on CRSE initiatives across the state consistently expressed interest in learning how to connect CRSE practices, integrate content instruction, and align with learning standards, particularly in math and science.
These briefs demonstrate ways in which the R2CC responds to state and district needs and brings research-based, content-specific guidance to school and district leaders.
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