Graduate Student Research Symposium 2026

Socially just and culturally responsive physical education (PE) is increasingly emphasized as systemic inequities tied to race, culture, gender, ability, and socioeconomic status shape students’ access to meaningful PE. This systematic literature review asked: How are socially just and culturally relevant practices enacted in K–12 PE? Guided by PRISMA 2020, we searched two University of Hawaiʻi at Mānoa library, and Google Scholar for English-language, peer-reviewed studies (2000–2025) and synthesized included articles using thematic analysis. Seventeen studies met criteria, identifying eight themes around enactment practices: relationships and care; culturally/community grounded curriculum; teacher reflection; student voice/shared decision-making; confronting racial bias; decolonization and Indigenous pedagogies; equity/inclusion and intersectionality; and alignment of policy, context, and instruction. Findings show justice-oriented PE is multi-dimensional and depends on structural and political supports; standardized/Eurocentric curricula and institutional policies can constrain sustained care and shared decision-making. Results inform actionable directions for curriculum redesign to strengthen access, belonging, and student agency in K-12 physical education.