Education and Human Sciences, College of
Research and Evaluation in Education, Technology, Art, and Design
Accessibility Remediation
If you are unable to use this item in its current form due to accessibility barriers, you may request remediation through our remediation request form.
Date of this Version
2026
Citation
Trainin, G., Hassani, A., Yang, S. (2026). Teacher culturally sustaining practices supported by generative AI: Instrument development.
Abstract
Generative AI (GenAI) carries the dual potential to reproduce educational inequities and to expand opportunities for multilingual support, critical evaluation, and personalized learning. This paper reports the development and initial validation of an instrument measuring K-12 literacy teachers' perceptions of GenAI's capacity to support culturally sustaining pedagogy. Grounded in culturally sustaining pedagogy (CSP) and its asset-based commitments, the instrument operationalizes three constructs, namely academic success, cultural competence, and critical consciousness, across both teacher and student use. Items were drawn from the CSP literature and refined through cognitive interviews, then administered to 109 PK-12 language arts educators. Reliability was strong for the full scale (α = .931) and the teacher use (α = .863) and student use (α = .899) subscales, and exploratory factor analysis suggested a single factor accounting for more than 36% of the variance. These results offer preliminary evidence of a coherent measure and a foundation for confirmatory work.