In education the concept culture is oft en invoked in reference to the cultural and linguistic diversity among K-12 students rather than teachers and administrators. Th is cultural divide is recognized as both a demographic and democratic discrepancy as educators and administrators comprise a more monolingual and monocultural population nationally (Achinstein, Ogawa, Sexton, & Freitas, 2010). Furthermore, the lack of cultural preparedness among educators and administrators to engage crossculturally in the promotion of equitably excellent education for those representing a broad range of global diversity is oft en associated with the consistent failures of schools to educate well more than a narrow range of students (Nevarez & Wood, 2007; Smith, 2005). More specifi cally, students experience biased curriculum and pedagogy and suff er from discriminatory practices related to their diverse cultural values (Rusch, 2004). Schools, accordingly, operate as sites of cultural confl ict when the cultural wealth of students from racial and ethnic groups and enclaves is marginalized or perceived or treated as culturally defi cient (Delpit, 1995).
Stored only when both papers are in the corpus — 88 citations exist upstream.