The goal of this research was to unearth an understanding of the extent to which colleges and universities prepare teachers to implement CRSE in New York City classrooms. While course descriptions do not indicate exactly what student teachers learn in classes in the ways that a syllabi or class observations would, they do illuminate to some extent how explicitly and directly CRSE is represented in course goals. Most student teachers have some opportunity to take courses with CRSE course descriptions, but the majority of those course descriptions focus on diversity and representation and to a lesser extent sociopolitical consciousness. All the colleges and universities included in this study provide very few opportunities for student teachers to take courses with course descriptions that center Relevancy, Critical Action, and Student Dignity. These subthemes of CRSE are essential to successfully implementing CRSE in New York City classrooms.

While this research study represents one way to investigate how well colleges and universities prepare student teachers to implement CRSE, there are several other research questions that this study did not explore. Future research could investigate which CRSE courses are required for a teaching certificate and which CRSE courses are electives. Another research project could be to conduct the same study but with updated course descriptions from the 2020-2021 academic school year. This study began in the 2018-2019 school year. Over the last few years CRSE has gained increasing popularity that may have impacted the courses the colleges and universities offer now. A final consideration for future research is colleges and universities auditing their current course offerings, in collaboration with student teachers, professors/lecturers, and department staff, to investigate the extent to which they offer opportunities for students to learn CRSE skills and knowledge. These institutions should make this data publicly available and share any plans to ensure that their graduates have the skills and knowledge to implement CRSE.

Below we share a few policy recommendations based on our research:

Recommendations for Student Teachers

Student teachers should demand that teacher preparation programs update all certification requirements to stipulate that core and elective courses have sufficient CRSE representation or explicitly seek out teacher preparation programs that include extensive coursework in CRSE. As colleges and universities work to update course requirements and courses, students can form CRSE interest groups or book clubs or request their departments to facilitate a CRSE workshop, talk, conference or seminar by inviting CRSE scholars, practitioners and community members to campus.

Recommendations for Teacher Preparation Programs

Teacher preparation programs should create a CRSE foundational course or series of courses that are separate and distinct from “diversity” courses. A dedicated CRSE course gives students the opportunity to build a stronger base in CRSE pedagogy. Specifically, teacher preparation programs should aim to educate teachers on (a) how to meaningfully translate students’ cultures, knowledge and assets into learning and engagement, and ultimately to student success, (b) how to be agents of change and transformation and teach students those skills, and (c) how to treat students with dignity. These programs should also teach educators how to adequately supplement or change existing curriculum that is culturally destructive. Many of these teacher preparation programs are targeted to place future teachers in urban settings and districts. Given the diverse makeup of students in these areas, teacher preparation programs should be obligated to provide CRSE in their training otherwise, they perpetuate teaching that centers white middle class culture and values.

Teacher preparation programs should also begin to cultivate relationships with CRSE practitioners, so that student teachers have an opportunity to conduct field work or visit classrooms with excellent CRSE practices. If colleges and universities develop relationships with excellent CRSE practitioners, they can potentially increase the number of CRSE site placements and/or partner with schools that are looking for more support in transitioning into CRSE practices. By building upon coursework that explores CRSE with hands-on training in the classroom, pre-service teachers will gain a foundational understanding of these practices, which will better prepare them for work in the classroom.

Recommendations for the NYC Department of Education

As we found in this study, students and graduates of teacher preparation programs are not receiving adequate coursework for all five themes of CRSE. To remedy this, the NYC Department of Education should provide explicit CRSE continuing credit opportunities for pre-service and experienced teachers. These CRSE continuing credit opportunities should include all five CRSE theme areas.

Recommendations for New York State

Given the small number of teachers who have CRSE training in schools, the state should provide and require CRSE training and practical experience for teacher certification. This CRSE training and experience should be reflected in student coursework and in their student teaching placements.