Journal of Instructional Pedagogies Volume 27

Culturally Responsive Curriculum Implementation of Middle

School Principals in Southern Texas

Caroline Wendy Narine, Ph.D.

Walden University

Don Jones, Ed.D.

Texas A&M University – Kingsville

Paula Dawidowicz, Ph.D.

Walden University

ABSTRACT

Although culturally responsive curricula are designed to educate students to be both

socially and culturally successful, the curriculum implementation leadership practices middle
school principals have used to support such curricula have been unclear. This study explored
how middle school principals in southern Texas were supporting their teachers by implementing
a culturally responsive curriculum in their schools. This exploratory qualitative study employed
the applied critical leadership conceptual framework to examine the culturally responsive
curriculum implementation leadership practices of middle school principals in southern Texas.
The criteria for the selection of participants were 2 to 5 years’ experience as a principal in a
middle school managing a school in grades 6, 7 and/or 8 with a population between 300 and
1,200 students and a self-reported minority presence. Data were collected through interviews
with 10 purposively selected middle school principals recruited from LinkedIn. Data analysis
included the identification of emergent codes, categories, and themes. Findings revealed that
these principals build collaboration within their schools to promote cultural appreciation and
belongingness to meet the diverse needs of their students who were experiencing challenges.
Results indicated that Principals reported being proactive and adopting restorative approaches in
addressing race and social injustice issues. They reported implementing culturally responsive
curriculum leadership practices in nonstandard ways based on situational responses. These
results are valuable for educational policymakers to plan how to standardize culturally
responsive practices for diverse environments in the more positive social integration of
immigrants into the wider society.
Keywords: Cultural responsiveness, Culturally responsive school leadership, Culturally
responsive pedagogy, Transformative leadership.

Copyright statement: Authors retain the copyright to the manuscripts published in AABRI
journals. Please see the AABRI Copyright Policy at http://www.aabri.com/copyright.html

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INTRODUCTION

Middle school principals in the United States may not be effectively supporting their
teachers with implementing a culturally responsive curriculum. The issue is not unique to the
United States but is mirrored internationally in countries that reflect a diverse demographic
outlook. Khalifa et al. (2016) posited that it is necessary to promote the culturally responsive
school leadership behaviors of principals and assistant principals to positively influence
instruction and student learning. Faas et al. (2018), in their interviews with principals in Ireland,
revealed that culturally responsive pedagogical practices symbolize school ethos in student-
teacher interactions, students' preconceptions, values, and goals as a vital part of positive school
multicultural environments. Furthermore, DeMatthews (2016) and Dumas and Nelson (2016)
concluded that Black and Hispanic middle school children tended to give disciplinary problems
and experienced low achievement because of the limited inclusion of culturally relevant
experiences in the classroom. According to the Texas Education Code (2020), principals are
legally responsible for instructional guidance in their schools. Despite various initiatives,
scholars such as Khalifa et al. (2016), Murakami et al. (2017), Santamaría and Santamaría (2015,
2016), and Scanlan et al. (2016) concurred that further research was necessary to examine
whether principals are implementing a culturally responsive curriculum. Although Texas
exemplifies a diverse state with increasing Black and Hispanic populations, few studies
examining their culturally responsive practices have occurred there However, in the few
available studies, researchers such as Keehne et al. (2018) and Milner (2016) indicated that there
was a problem with culturally responsive leadership practices in middle schools in southern
Texas.

PURPOSE OF THE STUDY

The purpose of this study was to explore the culturally responsive curriculum
implementation leadership practices of middle school principals in southern Texas. The findings
of this study could help inform the leadership practices principals adopt to support their teachers
in diverse settings and could be used to curb high attrition among minority students to alleviate
discipline problems that often lead to suspensions and referrals. The research focus was to
identify possible ways for principals to support their teachers to implement a culturally
responsive curriculum to promote achievement and social acceptance and integration of a diverse
population.

RESEARCH QUESTIONS

The research questions for this study were as follows:

Research Question (RQ)1:

What are the beliefs and experiences of middle school principals about culturally
responsive curriculum implementation leadership practices in southern Texas?

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Research Question RQ2:

What do middle school principals consider as they develop and implement a culturally
responsive curriculum as part of their leadership practices in southern Texas?

REVIEW OF LITERATURE

As a result of the increasing diverse learners in schools, researchers such as Keehne et al.
(2018), Roberts and Guerra (2016), and Santamaría and Santamaría (2015) have posited that a
culturally responsive curriculum is necessary for these learners who have unique cultural
experiences. In addition, Guo-Brennan and Guo-Brennan (2018) and Khalifa et al. (2016)
highlighted that the migration of individuals across borders has resulted in diverse populations in
countries such as Australia, Canada, the United Kingdom, and the United States. Against this
background, Linan-Thompson et al. (2018) and Minkos et al. (2017) revealed that globally Black
and Hispanic immigrant English Language Learners (ELL) face cultural, linguistic, and
pedagogical alienation in the classroom. Santamaría and Santamaría (2016) also documented the
need for more information on how leaders were modifying curriculum implementation in schools
to promote culturally responsive practices, which might alleviate the challenges of indiscipline
and low academic achievement.
The findings from several studies have revealed that diverse learners are not socially
integrated into the wider society (Carey et al., 2017; Khalifa el., 2016; Linan-Thompson et al.,
2018). They highlighted that there is the possibility that educational leaders are not planning for
the needs of ELL, who are often misunderstood by their teachers and do not understand the
curriculum, which teachers delivered in English. Carey et al. (2017) proffered that because
schools represent the mainstream to the wider society, it is necessary for curriculum
implementation to reflect social integration in the classroom. Moreover, Linan-Thompson et al.
(2018) concluded that the practice of intersectionality and exclusionary practices creates ethnic
and cultural divisiveness, which extends from the school into the society where inevitably
minority individuals face difficulties with social integration. To realize social integration in the
classroom, Khalifa et al. (2016) found that teachers depend on their principals to direct the
pathway to relevant professional development to promote the culturally relevant pedagogical
strategies needed to guide diverse learners. These authors concurred that culturally responsive
instructional leadership practices in schools promote social integration and are critical for the
elimination of intersectionality and exclusionary procedures.
Although there is a diverse demographic outlook in schools, some principals in the
United States may not be implementing culturally responsive curriculum leadership practices
that are crucial for the social inclusion and integration of the culturally different learners (Seto &
Sarros, 2016). Easton-Brooks et al. (2018) revealed that the population specific to schools in
southern Texas mirrors the diverse society, typical of other states. Therefore, the conclusions of
Abacioglu et al. (2019) and Castillo and Maniss (2018) are relevant in proffering that principals
should tailor their school-based curriculum to include plans for inclusion, multiculturalism, and
social integration of students. The emphasis of these researchers was that the diverse educational
environment in the United States demands culturally responsive instructional guidance to
socially integrate and include all learners.
The limited inclusion of culturally relevant practices in the implementation of the
curriculum for Black and Hispanic middle school children has caused them to exhibit

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disciplinary type problems and experience low academic achievement (DeMatthews, 2016;
Dumas & Nelson, 2016). Furthermore, Johnson et al. (2016), in their report on Texas, specified
that from as early as 6 years old, non-White kindergarten students are more likely to be sent to a
disciplinary alternative education program to address disciplinary problems. DeMatthews (2016),
Dumas and Nelson (2016), and Johnson et al. conceded that non-White students are more likely
to experience behavioral problems and are removed from their school setting because of the lack
of culturally responsive instructional strategies in the classroom.
Non-White students’ behaviour has caused discipline problems that has led to the
experience of attrition because they struggle to keep up with an alien curriculum that is written
and delivered in English by teachers who do not understand and are not qualified to teach them
(Brown & Crippen, 2017; Johnson et al., 2016; Michals, 2018). Evidence from the Intercultural
Development Research Association report supported that in Texas, 102,610 students were
missing from the public high school enrollment in 2015-2016 (Johnson et al., 2016). Of these,
one in three were Hispanic students, and one in four were Black students. Johnson et al.
conceded that the attrition or drop out rates reflect an inability to keep students enrolled until
they graduate. The high rates of out of school suspensions and referrals to alternative programs
have accounted for the attrition rate for Black and Hispanic students, which signals a problem in
curriculum implementation. Johnson et al. (2016) emphasized the zero tolerance for minor
school infractions, which has resulted in double the amount of suspensions annually with Blacks
receiving nearly twice the suspensions of the local school population and 9% more than Hispanic
students. These occurrences are symptomatic of a deeper problem with a limited, culturally
responsive curriculum implementation.
Consequently, there is a crucial need for curricula reforms and actions in Texas to
prevent disciplinary problems to provide equal educational opportunities and a quality education
for every child (Johnson et al., 2016). Darling-Hammond (2017) and Ladd (2017) accentuated
that by not adequately addressing culturally responsive curriculum implementation, most
immigrant students with unique cultural differences experience low achievement because of
cultural alienation. As in the Ladd study, Mathis and Trujillo (2016) concluded that there are
school reform flaws in the No Child Left Behind (NCLB) act and the Every Student Succeeds
(ESSA) act as mandatory educational policies, which do not cater to the needs of minorities.
In the United States, the increasing immigrant numbers have created a “melting pot” of
diverse cultures in the schools with the impending reality that the “minority” may soon become
the “majority” (Craig et al., 2018; James, 2017). Consequently, Carey et al. (2017) and Keehne
et al. (2018) proffered that school leaders need to maintain close connections with the
community and to encourage culturally responsive instruction in their schools. Moreover,
Knight-Manuel et al. (2019) posited that it is essential that principals implement curriculum
responsive practices to support teachers in delivering a curriculum with a culturally relevant
shared vision and be encouraged in conversations on cultural identity, academic proficiency, and
community advocacy. To realize this, these scholars recommended that leaders need to plan for a
diverse community, which would become the new norm in a traditional all-White society (Carey
et al., 2017; Keehne et al., 2018; Knight-Manuel et al., 2019).
In the United States, school principals in 27 districts from nine states have received
grants to implement school programs such as school climate to support their diverse students
(Kendziora et al., 2018). Despite these efforts, Watson (2018) substantiated a point that was
supported by Kraft et al. (2018) that principals need to include school programs to address the
needs of culturally different learners. Overall, more than 24 states have adopted school climate as

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a whole school initiative to equip each child with culturally inclusive attitudes (Wang & Degol,
2016). According to Piscatelli and Lee (2011), school climate is a whole school program guided
by principals to improve the quality and character of school life to include all stakeholders’
culturally relevant experiences of norms, goals, values, interpersonal relationships, teaching and
learning practices, and organizational structures. The National School Climate Center (2007)
emphasized the need to develop a positive school climate to promote character education,
children’s healthy social and emotional development, an increase in academic achievement, and
a decrease in dropouts with an increase in teacher retention. Principals’ use of science
improvement and in-school coaching programs introduced innovative ways for teachers to
deliver a curriculum that engages culturally different learners in the classroom (Kraft et al., 2018;
Watson, 2018). According to Owens (2018), the Tucson Unified School District in Arizona
implemented the MAS, that leaders eventually revoked and replaced with HB2282, which made
the teaching of MAS illegal in 2010.
Researchers have emphasized the need for future examination on how school leadership
in Texas integrates cultural responsiveness in the delivery of the curriculum (Martinez &
Everman, 2017; Santamaría & Santamaría, 2015). In separate studies, Keehne et al. (2018) and
Milner (2016) identified the problem that middle school principals in southern Texas might not
be implementing a culturally responsive curriculum. Researchers have focused on culturally
relevant strategies in schools, but there is an existing gap that could be filled by examining the
culturally responsive curriculum implementation leadership practices of middle school principals
in southern Texas (Murakami et al., 2017; Santamaría & Santamaría, 2015; Scanlan et al., 2016).

RESEARCH DESIGN AND APPROACH

Research Design

We selected an exploratory qualitative design because we needed to obtain the culturally

responsive curriculum implementation leadership practices of middle school principals in one
location in southern Texas. Their experiences regarding culturally responsive curriculum
implementation leadership practices were essential to this study. (Merriam & Tisdell, 2015).

Conceptual Framework

The applied critical leadership (ACL) conceptual framework, pioneered by Santamaría

and Santamaría (2015), formed the basis of this study. The ACL comprises nine indicators of
culturally responsive leadership practices. For Santamaría and Santamaría, the nine determinants
that could be reflected in school leaders include the use of the critical race theory (CRT) to guide
the analysis of issues, the use of empirical data by leaders to make informed academic decisions,
encouraging a group consensus, having conversations on race and social injustice,
acknowledging a stereotype threat, having a leader who is a role model, building trust,
demonstrating servant leadership, and encouraging the voice of all stakeholders.
The indicators of ACL represented the guide in this study to explore the culturally
responsive curriculum implementation leadership practices of middle school principals in
southern Texas. ACL symbolized the foundation of this study and predetermined the literary
analysis to support the qualitative research design approach with the individual interview
process. The indicators of the ACL conceptual framework informed the structuring of the

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research questions we addressed in this study. Santamaría and Santamaría (2013) showed the
intersection of the principles of transformational leadership, critical pedagogy and CRT to
produce the ACL framework as seen in Figure 1
Depiction of ACL Framework

Setting, Population/Participants

After obtaining IRB approval (Walden IRB #12-16-20-0975138), we purposefully

selected 10 middle school principals as participants. The logic for participant selection included
public middle school principals in southern Texas with 2 to 5 years’ experience as a middle
school principal and a diverse school population with a self-reported presence of minority ethnic
groups in middle Grades 6, 7, and\or 8 with 300 to 1,200 enrolled students. We reached out to
recruit participants by using the search link on LinkedIn to find middle school principals from
southern Texas and sent requests to connect with them and their emails. The purposeful selection
of middle school principals as participants for this study were set within a multicultural
demographic outlook in southern Texas. These principals fulfilled the criteria for this study. Four
of the participants were females. There were two Whites, four Blacks, and four Hispanics. Each
of the 10 participants provided data for our study. The participants were from middle school in
educational districts that span a large geographical area in southern Texas.

Data Collection, Coding, and Analysis

Participants were anonymous to one another and were unaware that other interviews were
conducted. Due to the Covid-19 pandemic, the resultant international travel restrictions, and the
enforcement of social distancing requirements, we conducted the individual face-to-face video
interviews on a licensed Zoom platform as approved by the IRB. Interviews were conducted over
a period from December 2020 to January 2021. After reaching out to middle school principals in
a semiurban area in southern Texas, we connected with the individuals who showed interest,
fulfilled the criteria of the study, and consented voluntarily. Each of the 10 participants indicated
a convenient time for the interviews, which were facilitated on Zoom Video Conferencing
Platform. Figure 2 shows the logical flow of activities we followed in the data acquisition,

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analysis, and management trail for this study (Rubin & Rubin, 2012; Saldaña, 2016). Data
assessment and coding were done after the interview transcripts were de-identified and
participants agreed that the information was correct. The face-to-face Zoom interviews were
recorded on our computers and manually transcribed. We followed an interview guide, which
included scaffolded open-ended questions aligned to the research questions and the ACL
conceptual framework. After we transcribed the interviews in Microsoft Word, we sent them to
the participants for their review.

Figure 2 - Stepwise Logical Flow for This Study

We used the information from the interview questions, in Table 1, and the relevant data
in each participant response to these questions to identify emerging codes (Saldaña, 2016). The
indicators from the ACL conceptual framework were also significant aligning factors that we
considered and then did open coding. Similar emergent codes were then placed into emerging
categories to answer the research questions which were aligned to the interview questions as
shown in Table 1 (Rubin & Rubin, 2012; Saldaña, 2016). Finally, the data were analyzed to
identify similar categories for evolving and emerging themes.

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Table 1 - Categories and Themes

Research questions Interview questions Categories Themes

What are the beliefs and What do you believe is the Student needs The meaning of
experiences of middle school meaning of culturally Cultural appreciation and cultural responsiveness
principals about culturally responsiveness? Can you give belongingness
responsive curriculum examples?
implementation leadership
practices in southern Texas?

In what ways do you implement a Creating a culturally responsive Culturally responsive

culturally responsive curriculum in curriculum (CRC) curriculum (CRC)
your school? Describe these ways Curriculum implementation implementation
and say how important they were challenges
to you.

Describe how you lead your staff Building collaborative cultures Strategic leadership
and students. What are your Leadership strategies
strategies?

Describe your best leadership Leadership behaviors for Transformative

practices for a diverse school diversity culturally responsive
population. In what ways would Transformative leadership leadership practices
you say you are a transformative practices
leader?

What do middle school principals Describe your experiences in . Experiencing culturally

consider as they develop and developing and implementing a Exemplars of culturally responsive curriculum
implement a culturally responsive culturally responsive curriculum. responsive curriculum (CRC) implementation
curriculum as part of their Give examples of how you support implementation
leadership practices in southern your teachers in the delivery of the
Texas? curriculum.

How do you approach issues of Approach to issues Leadership approaches

race and social injustice? Can you to racial and social
give examples. injustice

In what ways do all stakeholders “Collectiveness of everyone” Stakeholders’ voice

have a voice in your school? Can Students’ voice
you give examples? Teachers’ voice
Parents’ voice
Community voice

What are your beliefs on Beliefs The effect of beliefs on

leadership? How do you think Hindrances principals’ leadership
your beliefs help or hinder your role
leadership role?

Describe the issues you believe Students’ struggles Supporting student and
affect your students and teachers Teachers’ issues teacher issues
in and out of school. Can you give School support
examples and say how you support
them when they experience issues?

The strategy, as shown in Figure 3 guided the compilation of findings built from the
similar codes, categories, and themes that evolved from our analysis of the participant provided
responses. The context, intent and ideas they provided were assessed against the research
questions and the ACL conceptual framework that overarched this study and found to be aligned.
Findings from this focus were kept in line with the intent of the study.

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Figure 3 - Process for Determining Findings and Inconsistencies

RESULTS

Introduction

The purpose of this study was to explore the culturally responsive curriculum
implementation leadership practices of middle school principals in southern Texas.

RQ1: What are the beliefs and experiences of middle school principals about culturally
responsive curriculum implementation leadership practices in southern Texas?

Theme # 1: Meaning of cultural responsiveness

Meaning of cultural responsiveness was the beliefs and experiences of participants about
culturally responsive curriculum implementation leadership practices and how that evolved from
their understanding and appreciation of the students’ needs. Participants voiced that cultural
responsiveness is being “sensitive to everybody” and who should feel “a sense of belonging.”
They revealed the significance of culturally responsive “classroom pedagogy” where students
learn about “specific cultures” while enabling the creation of “cultural appreciation and
belongingness.”

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Theme # 2: Culturally responsive curriculum implementation

Culturally Responsive Curriculum Implementation was the principal’s ideas and

strategies for inclusive teaching so that all students identify with the curriculum. The
implementation of a CRC emanated from participants creating strategic ways to meet the diverse
needs of their students despite inherent challenges. Notwithstanding a mandated curriculum
administered by the school districts and an identified deficiency “without any theme on cultural
responsiveness”, middle school principals who participated in this study promoted “creating a
culturally responsive curriculum.”

Theme # 3: Strategic leadership

Strategic leadership was the planned management focus of the principal for the
implementation of CRC at their school. For participants, building collaborative cultures and
practicing effective management behaviors resulted from and represented strategic leadership.
Participants agreed that collaboration among school administration, teachers and students were
significant positives for effective leadership. Participants proffered certain behaviors which were
beneficial for strategic leadership. This was apparent in their response that it was “good to be
present” adding that there should be “clear expectations” because “you are an example of what
you want.”

Theme # 4: Transformative culturally responsive leadership practices

Transformative culturally responsive leadership practices were the adopted proactive,

collaborative, and solution-oriented leadership strategies that principals employ to achieve CRC
initiatives. They honed ideas and input from all stakeholders including, parents, teachers,
members of the community, and the school district. They reported that with this involvement,
student behavior and attitudes were shaped by parents and the community. That way, there was a
synchronism that auger well for students' success and improved school performance and
outcomes. Participants were out front communicating with staff and students by assuming duties
as hall monitors regularly, “breaking up fights,” and maintaining order and discipline.
Participants practiced leadership behaviors for diverse students and inculcated transformative
leadership practices. Fundamental requirements of good leadership, according to participants,
were for individuals to be aware of their personal biases, strengths, level of understanding, and to
use these to build trust and to encourage followers to superior performance and success.

RQ2: What do middle school principals consider as they develop and implement a
culturally responsive curriculum as part of their leadership practices in southern Texas?

Theme # 5: Experiencing culturally responsive curriculum (CRC) implementation

Experiencing CRC implementation was the realization of expected responses and

reactions by the students, teachers, and the school district to CRC initiatives. One participant
reiterated that “there is no School District or standard way of addressing social and cultural
uniqueness and differences; we don't have necessarily a curriculum that surround you know
culture responsiveness” Despite this, all participants considered the talents and abilities of their

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staff and students as they developed and implemented a culturally responsive curriculum as part
of their leadership practices in southern Texas. Participants had no standard ways of addressing
CRC. They adapted to their specific school environment and culture from situational responses
which became the procedure within the distinct school environment. Middle school principals
considered their experiences, proven CRC exemplars, their approaches to racial and social
injustice, their beliefs which could affect their role, stakeholders’ voice and how they could
support students and teachers as they developed and implemented a culturally responsive
curriculum as part of their leadership practices in southern Texas.

Theme # 6: Leadership approaches to racial and social injustice

Leadership approaches to racial and social injustice represented the ways that principals
addressed issues of ethnicity and inequity. Participants stressed equal treatment for all despite
how challenging the situation might be and even if the consequences were severe. Being
proactive, dealing with the issues immediately, using a restorative approach and not leaving sues
open-ended were relevant in the approaches to racial and social injustice.

Theme # 7: Stakeholders’ voice

Stakeholders’ voice was the principal ideas about how to include and involve students,
teachers, parents, and the wider community for positive CRC implementation and outcomes at
school. A collaborative culture extended to having open positive communication supported by an
open-door policy when working directly with a staff, for a clear way forward. There were
opportunities to voice concerns formally or informally. Participants termed inclusion as a
collectiveness of everyone when all the stakeholders have voice and building relationships.

Theme # 8: The effect of beliefs on principals’ leadership role

The effect of beliefs on principals’ leadership role represented the individual

perspectives on best leadership skills and competencies necessary for CRC implementation.
Participants considered their leadership beliefs, stakeholders’ voice and support when developing
and implementing a CRC. It was relevant that the beliefs of principals might affect their
leadership role. Principals believed in a leadership based on “inclusion,” “representation” and
“transparency” with a positive intent that supported inclusion for overall student success. A
belief of “talking the talk and walking the talk” was common among several participants who
reflected on this to symbolize transparency in the leader’s expectations.

Theme # 9: Supporting student and teacher issues

Supporting student and teacher issues was the individual’s understanding of the best ways
to address challenges experienced by students and teachers. Participants spoke to social issues
such as poverty, crime, absent parents, single parents, and challenges of the LGBTQ community
as typically requiring school leadership understanding, appreciation, and support, especially the
strategy for negotiating and addressing the best way forward.

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Combined Results on Cultural Responsiveness Factors

Participants highlighted the certain factors which they thought influenced and, in some
ways may hinder the implementation of cultural responsiveness in their school. They highlighted
student issues such as socio-economic, which led to poverty, and other challenges such as drugs,
crime, gangs, lack of structure at home, not having sufficient food and absenteeism from school.
Their concern was that although they were implementing a culturally responsive curriculum,
they were not always supported by parents, the majority of whom were notably absent.
Notwithstanding, the participants acknowledged that the school district needed to be more
supportive and actively involved in promoting a more culturally responsive curriculum.
Factors influencing Cultural Responsiveness understanding and appreciation are
highlighted in Figure 4. The common factors and social realities, that prompted principals, as
participants in this study were the
• socioeconomic status of the families of students who attended these schools
• communities where the schools were located
• level of crime and drug use or abuse in these communities
• prevalence of gang activities
• single-parent homes, the level of education of parents, lonely and depressed
students
• presence of these and whether were able to help students and create a stable
environment for their children to focus on schoolwork, online gaming
• presence of self-identified language learners, special ed recipients and LGBTQs
and the different levels of attention and support these individuals needed
Figure 4
Cumulative Factors That Affect Cultural Responsiveness Among Participants

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Interpretation of Findings

This study extended on previous works by scholars who employed the ACL conceptual
framework. Santamaría and Jean-Marie (2014) and Santamaría and Santamaría (2014) focused
on female and non-White principals. Aho and Quaye (2018) applied the ACL framework to
higher education. Jayavant (2016) concentrated on primary schools. In this study, results were
informed by the ACL indicators, the critical race theory (CRT), the use of empirical data by
servant leaders to make informed decisions, supported group consensus, conversations on race
and social injustice, and the participants saw themselves as role models and builders of trust and
encouraged the voice of all stakeholders.
Our study, with the focus on middle school, expanded on current knowledge by exploring
the cultural responsiveness curriculum implementation leadership practices of 10 White, non-
Whites, male, and female principals in southern Texas. The findings supported Santamaría and
Santamaría’s (2013) strategies that reflecting critical pedagogy in the school curriculum could be
adopted in the classroom. These results build on previous knowledge to include whole school
restorative approaches as resolutions to racial and social injustice, and these solutions can be
translated into learning opportunities in the classroom. Furthermore, our study indicated that
leaders had an ability to promote collaboration and collective efficacy, which were critical for
effective culturally responsive curriculum implementation practices. These findings endorsed the
promotion of racial and social justice and educational equity, which is significant for minority
learners in schools (see Santamaría & Santamaría, 2012, 2013). Apart from emphasizing the
importance of stakeholders’ voice, the participating principals accepted that there was a
disconnection between school policy and the curriculum.
The conclusion of this study that servant leadership as an ACL indicator was manifested
in the strategic leadership of participants was related to articles by Aho and Quaye (2018),
Santamaría and Santamaría (2014, 2015, 2016), and Seto and Sarros (2016). These authors
underlined that school principals as leaders should be role models demonstrating consistent
behaviors that reflected and referenced the expectations of their teachers. Our study extended on
the findings of these scholars by identifying, that participants in this study displayed servant
leadership behavior that was synonymous with principals foregoing their self-interest and beliefs
to achieve the objectives of the school.
Participants in this study confirmed that they initiated professional development for
teachers, which resonated as the extra effort teachers make to understand their students. There
was a synchronism that augers well for students' success and improved school performance and
outcomes. Fundamental requirements of good leadership for participants were to be aware of
their personal biases, strengths, and level of understanding and to use this to build trust and to
encourage followers to superior performance and success. Participants in this study recognized
that each student was unique, and each situation, where attention became necessary, was
similarly distinctive. Participants were committed to doing right with self-respect and integrity.
The responses from interviewees in our study extended the work of Civitillo et al. (2018) and
Santamaría (2009) conclusion from teachers to middle school principals as being individuals
who were interested in the learning needs of their students and were very reflective and
introspected on their practice.
While all principals in this study collected data, some of them stressed the importance of
empirical data more than others, and thus there was no unanimity or consensus on the importance
of data use. They emphasized, however, that data drove their response action to school issues.

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Their data were relevant for planning because it indicated whether their students were at risk,
struggling, or displaying behavioral challenges. Articles by Bode et al. (2012) and Santamaría
and Santamaría (2015) endorsed the value of a principal making planning-type decisions based
on empirical data as one of the ACL indicators.

Limitations

A possible limitation was the use of LinkedIn to recruit middle school principals. We
accessed the intended 10 participants for this study via LinkedIn which could be replicated as a
platform to access participants for future studies. Before the data collection phase, there was a
possibility that the decision to only seek participants using LinkedIn, could have led to the
exclusion of other middle school principals whose curriculum implementation leadership
practices may have been valuable to this study. The individual principals who agreed to be
participants, proved that a high-quality field of participants contributed to the study. The risk of
sufficient and suitable participants being unavailable or not willing to contribute did not
materialize. The study’s strategy and approach were effective when the existing Covid-19
Pandemic situation and impact are considered.

CONCLUSIONS AND RECOMMENDATIONS

Recommendations

The findings of this study indicated that the ACL conceptual framework can be used for
research to affirm whether the culturally responsive curriculum implementation and practices of
middle school principals are relevant at the elementary and secondary schools in southern Texas.
The ACL conceptual framework was relevant for this study and is versatile and transferable as
was proffered by Jayavant (2016) who used ACL to explore primary school principals in New
Zealand. It is recommended that further research in the United States and other countries can
address the culturally responsive curriculum implementation leadership practices of middle
school principals and other critical leaders such as supervisors and district superintendents who
may influence curriculum implementation. Employing the ACL framework in these other
locations can add valuable findings for principals to support teachers in the delivery of a
culturally responsive curriculum for improved students’ success, and to foster a sense of
belongingness in diverse settings.
The scope of this study can be extended to determine how effective principals’
curriculum culturally responsive approaches have been in the schools where these have been
adapted with the official sanction of the district. Furthermore, how culturally responsive
curriculum implementation leadership practice influence and impact on student performance or
school success is recommended for further research. Further research is essential to examine
abnormal curriculum issues which depict exceptions to the norm. Participants adapted to the
curriculum by utilizing different strategies. Although the NCLB and ESSA have been addressed
by scholars in previous works, this study’s findings revealed that there is non-standardized
procedure in navigating a culturally responsive curriculum. Ladd (2017), Mathis and Trujillo
(2016) and Saultz et al. (2019) corroborated that the history of school reform was “flawed” and
in need of “repair.” Carey et al. (2017), Khalifa (2018) and Khalifa et al. (2016) concurred that

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Journal of Instructional Pedagogies Volume 27

there was no culturally responsive curriculum implementation leadership model for principals
and teachers.
As a result of low socio-economic status of students being identified by nine participants
as affecting a culturally responsive curriculum implementation there is prospect for future studies
focusing on this issue. This study supported the findings of DeMathews (2016) and Wun (2018)
that societal issues can negatively affect school discipline and delivery of a culturally responsive
curriculum. The link between the school and home was reinforced by Carey et al. (2017) and
Knight-Manuel et al. (2019). Participants linked the lack of parental involvement to students
coming from socio-economic disadvantaged households.
It will be useful for researchers to consider whether culturally responsiveness strategies
can be a vehicle for parental support which can positively impact students.
It is recommended and relevant to further examine if low socio-economic status shaped the
cultural responsiveness in schools and if so, would communities that are susceptible to crime,
drugs and poverty have a similar impact. Of particular importance is whether the Covid-19
pandemic further exacerbated and adversely affected the culturally responsive curriculum
implementation leadership practices regarding socio-economically disadvantaged students.

Significance

The study adds knowledge to the culturally responsive curriculum implementation

leadership practices of middle school principals within a diverse environment. This new
awareness informs educators on relevant practices that they may appropriately apply to the
curriculum delivery in their schools. In their research, Murakami et al. (2017) and Santamaría
and Santamaría (2015) focused on the culturally responsive practices of principals in elementary
schools and states other than Texas. Addressing this problem in middle schools provided
educational policymakers with valuable information to standardize culturally integrative
curriculum practices for school leaders in diverse environments. The information may lead to
curriculum modifications to enhance cultural relevance. This study's social change implications
could be evident in the schools and transcend into positive social integration in the wider society.
Principals may improve practice and positively impact teachers’ pedagogy to influence the
inclusion of immigrant children in schools and the wider community. Roberts and Guerra (2016)
have underscored that the sharing of participants’ experiences and practices might inform leaders
on how to prepare and manage new school-based programs. Equity, mindfulness, and tolerance
of diverse groups by educators may translate into the wider society. The findings of this study
could lead to the establishment of learning communities and promote the interaction of schools
with stakeholders.

Social Change Implications

Non-standard or inconsistent application of cultural responsiveness knowledge and skills

by principals may negatively influence, and contribute to the exclusion of students from enjoying
acceptance and belongingness at school. Cultural responsiveness as it relates to curriculum
implementation, today, means the principal’s understanding of the evolving needs of an
individual or group of different race, religion, class, gender, personal preferences, experiences,
performance, and community which is indicative of positive social change. The ability of the
principal, with that understanding, to address these needs, consistently catalyze positive and

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Journal of Instructional Pedagogies Volume 27

meaningful social change will likely be different in the advent of a leadership change at the
school. If that happens, the impact can be unexpected and unwanted by the school population.
Participants’ proactive, collaborative, solution oriented, and transformative leadership
strategy generated ideas and input from all stakeholders including, parents, students, teachers,
members of the community, and the school district to reflect positive social change. That
leadership approach allowed for sharing of ideas, buy-in and support for new initiatives and
enhanced efforts for addressing relevant issues and to maintain a presence and measure of social
control. Principals elsewhere in the United States, especially in areas where there is an acute
cultural influence, can benefit from a deliberate focus on a culturally responsive curriculum
implementation approach to address the situational needs of students at school.
The implications for policymaking, social integration, inclusionary culturally responsive
practices and limiting intersectionality were evident in this study and augur for positive social
change for the individual, the school and the wider society. The awareness for school policy and
curricula changes imply action for educational policymakers to connect with the individual and
the organizational needs to consider the implementation of a culturally responsive curriculum.
Social integration emanates from educational leaders who may not encourage exclusionary
practices and intersectionality. These leadership behaviors positively affect students, teachers
and parents translating from the mainstream of the school into the wider society, resulting in
positive social change.

Conclusion

The purpose of this exploratory qualitative study was to explore the culturally responsive
curriculum implementation leadership practices of ten (10) middle school principals in southern
Texas. All the participants acknowledged cultural responsiveness as important for curriculum
implementation and they tailored it to allow the school population to associate it with the lessons
being taught in the classroom. It was important that participants identified situational cultural
responses whereby they addressed issues in and out of the classroom and shaped curriculum
cultural responsiveness accordingly. Principals were strategically proactive and transformative,
but this was initiated by previous events.
The downside of non-standard application of these principles were not fully explored and
should be the subject of further and more focused research. There were unanswered questions on
how to make curriculum culturally relevant to a continuously changing society based upon the
knowledge educators envisaged should be imparted to children by the end of a particular school
level. If that knowledge was not being aligned to the existing social reality, then the principal’s
effort might be futile in influencing and enabling students to attain and maintain sufficient
understanding and feel that they belong at the school. Crime, drugs, gang violence and the
unique familial circumstances were the major concerns of principals whose responsibilities were
to try to support teachers in developing and implementing a curriculum to be delivered to
students in that environment. The racial composition of certain communities and schools was
continuously changing resulting in different cultural influences. Apart from race, there was the
LGBTQ presence, which was not new, but the emphasis and elevated awareness were evident
and likely to influence further changes to the cultural landscape in schools. Their inalienable
right to equity, to be seen, heard, and desire to be accepted were inescapable. The curriculum
cannot be culturally responsive to or limited to Blacks, Hispanics, Whites, Others, or LGBTQ
but should be inclusive; with learners having choices among a myriad of cultural knowledge.

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Journal of Instructional Pedagogies Volume 27

Collaboration emerged as strategic leadership in this study, but the non-standard ways these
principals employed to implement a culturally responsive curriculum might be unique to their
school culture and not transferable to other school environments. The need for a standardized
policy to address a culturally responsive curriculum is inevitable.

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