“Deeper Than a Lesson”: New Jersey School Superintendents’ Approaches to Culturally Relevant Education

Abstract

This study investigates what equity-focused school superintendents know and believe about culturally relevant pedagogy and how their leadership practices align with the tenets of culturally responsive leadership. We interviewed a diverse sample of 23 New Jersey district leaders who self-identified or were identified by others as equity oriented. Participant responses revealed an incomplete understanding of culturally relevant frameworks, although their practices often reflected the underlying principles of culturally responsive school leadership. Our findings demonstrate the need for leadership preparation programs to focus on both how and why culturally relevant education can be put into practice.