Date of Award

6-15-2019

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Advisor

Linda Dorn

Abstract

America’s educational system has historically provided the best advantages for learners to use their potential to reach their learning, social, and professional goals. In contrast, it has also marginalized and oppressed the rights and opportunities of culturally diverse groups, i.e. African-Americans and Latinos, through the misrepresentation of, or the complete omission of, various ethnic groups and cultures in traditional instruction. This marginalization and oppression has contributed to the achievement gap between the dominant, white, middle-class and racial and socioeconomic minorities. This gap is accentuated by the cultural dissonance between teachers and their diverse student body population. Teachers must be equipped with best practices and effective tools that rely on culturally responsive teaching (CRT) as the paradigm for equitable teaching and learning environments. This study examined the relationship between implementing a CRT-focused intervention and the progression of teacher cultural self-efficacy and reflective practice. The research questions were answered through a qualitative, descriptive case-study that included two teacher participants and the triangulation of multiple data sources. The findings identified a relationship between increased student engagement in CRT mastery experiences and teachers’ cultural self-efficacy. The data also revealed the positive impact of reflective activities on the teachers’ theory within a CRT framework. The findings have implications for educators in preparing them to reach and teach all students, in direct response to their cultural backgrounds.

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