TY  - JOUR
AB  - In this study, we investigate the role of teacher education (TE) programs in filtering the implementation of Culturally Responsive and Sustaining Education teaching guidelines in Pennsylvania. Drawing on a comparative case study of three TE programs across diverse institutional and political contexts, we find that implementation varied from surface-level adoption of the guidelines to deeper implementation, depending on actors’ perceptions of the specificity, authority, consistency, power, and stability of the policy and programs’ pre-existing organizational conditions. As racial politics eroded the policy's initial race-conscious language, the labor of preserving the policy’s equity aims fell disproportionately on women of color. These findings point to the uneven costs of equity-based reforms and the need for structures that recognize and redistribute this labor.
AU  - Kaul, Maya
AU  - Comstock, Meghan
AU  - Esboldt, Joy
AU  - Muniz, Dayna
PY  - 2026
ST  - “Can we fight this fight?”: How Racial Politics Shape the Implementation of Culturally Respon“Can we fight this fight?”: How Racial Politics Shape the Implementation of Culturally Responsive and Sustaining Education Teaching Standards
UR  - http://www.edworkingpapers.com/ai26-1542
ER  -