ABSTRACT
The achievement gap has a long history in the United States of America which is demonstrated by inequitable graduation rates. In the face of the COVID-19 pandemic of 2019, the continued genocide and murder of countless Black and Brown people, civil unrest demonstrated by protests nationally after the execution of George Floyd and countless others, and the continued disparate and inequitable experiences of students, response to the current climate and achievement gap, the New York State Education Department (NYSED) implemented a Diversity, Equity, and Inclusion (DEI) policy (NYSED, 2021). The initiative aimed to change the historical narrative and respond to the current climate by creating atmospheres of learning that are both inclusive and culturally pluralistic (NYSED, 2021). The DEI intends to create experiences for students to be inclusive and represent diversity, and the initiative's success will depend on superintendents.This qualitative study explored the actions of 11 K-12 superintendents across New York State, excluding New York City, as they implement culturally responsive pedagogy and practices in their districts. This phenomenological study uses the theoretical framework of culturally proficient leadership presented by Terrell et al. (2018), which encourages leaders to place themselves on a continuum of cultural proficiency and utilize tools to be culturally responsive leaders. The superintendents participated in semi-structured virtual interviews to uncover the characteristics, actions, and impact of developed cultural proficiency on the implementation of culturally responsive practices and pedagogy in their districts. The superintendents selected for the study implemented the culturally responsive practices and pedagogy prior to the May 2021 New York State Education Department's (NYSED) Diversity, Equity, and Inclusion Policy release.Through data analysis, findings illustrate the superintendents utilize collaborative processes, quantitative and qualitative data, and student-centered decision-making when implementing culturally responsive practices and pedagogy in their districts. To develop both their own and their districts' cultural proficiency, superintendents engaged in a varied menu of learning opportunities that they engage in individually and with their district teams. They further shared that their learning impacted their practices as superintending. The superintendents also valued the role committees and data played in creating, managing, assessing, and sustaining their initiatives. Recommendations for policy, practice, and further study are also proposed to support the success of the New York State Education Department's Diversity, Equity, and Inclusion Policy in school districts. (PsycInfo Database Record (c) 2023 APA, all rights reserved)