Date of Award
2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. Julie Milner
Second Advisor
Dr. Allison Teicher-Fahrbach
Third Advisor
Dr. Paula Lester
Abstract
This study examines the fidelity, urgency, and challenges of implementing the Culturally Responsive-Sustaining Education (CR-SE) Diversity, Equity, and Inclusion (DEI) Framework as the NYSED DEI policy in Long Island public school districts. The New York State Board of Regents developed the CR-SE and DEI Framework to promote inclusivity and cultural awareness in educational settings, encouraging districts to adopt practices that affirm and support students from diverse backgrounds. Using a qualitative approach, incorporating a survey and a virtual semi-structured interview, data was collected from Teacher Union Presidents across various Long Island school districts. Key variables included levels of urgency and fidelity in implementing the NYSED DEI policy, frequency and effectiveness of staff training, and perceived impact on student engagement and academic outcomes. A convenience sample was applied to ensure only teacher Union Presidents answered questions about their district’s alignment with the implementation of the DEI policy, challenges faced, and support structures available for DEI initiatives. Solutions based on the data analysis and synthesis gathered are presented to reflect upon progress that can be made based on current information surrounding the NYSED DEI policy.
Recommended Citation
Pincay, Shirley M., "PERCEPTIONS OF FIDELITY, URGENCY, AND CHALLENGES IN DEI IMPLEMENTATION: INSIGHTS FROM LONG ISLAND TEACHER UNION PRESIDENTS" (2025). Selected Full Text Dissertations, 2011-. 117.
https://digitalcommons.liu.edu/post_fultext_dis/117