A leadership-level culture cycle intervention changes teachers' culturally inclusive beliefs and practices.

ABSTRACT: Despite an abundance of support for culturally inclusive learning environments, there is little consensus regarding how to change educational contexts to effectively and sustainably foster cultural inclusion. To address this gap, we report findings from a research-practice partnership that leveraged the Culture Cycle Framework (CCF) to expand educators' praxis to include both independent and interdependent models of self. Most U.S. schools validate independent cultural models (i.e., those that prioritize individuality, uniqueness, and personal agency) and overlook interdependent models (i.e., those that prioritize connectedness, relationality, and collective well-being), which are more common among students from marginalized racial and socioeconomic backgrounds. Using a quasi-experimental

SUBMITTER: Brady LM 

PROVIDER: S-EPMC11194553 | biostudies-literature | 2024 Jun

REPOSITORIES: biostudies-literature