Culturally Responsive and Sustaining Practices in Wisconsin Public Schools

Abstract

Wisconsin has the nation’s largest achievement gap between Black and White students, prompting the need to understand how culturally responsive and sustaining practices (CRSP) are perceived and used in schools. This study explored Wisconsin P–12 educators’ perceptions of CRSP and the factors that shape their willingness or reluctance to implement these practices. Using a qualitative thematic analysis of survey responses and individual interviews, the study found that educators value student differences, cultural awareness, diversity, and equity over equality. While most are willing to use CRSP, many feel undertrained and express hesitation due to potential pushback from parents, administrators, or community members. These findings highlight the need for stronger professional learning, broader community education, and curricular materials that include historically marginalized voices to support more consistent and systemic use of CRSP across Wisconsin schools.