Dissertation/Thesis Abstract

Stakeholders' Perceptions and Practice of Culturally Responsive Pedagogy in a Private School
by Franklin, Elizabeth Maria, Ed.D., Lindenwood University, 2016, 231; 10181201
Abstract (Summary)

Many culturally responsive theorists support culturally responsive pedagogy for closing the achievement gap in the rapidly changing demographics of America’s education system. The purpose of this case study was to examine stakeholders’ perceptions and practice of culturally responsive pedagogy in St. Andrew Academy (pseudonym), a Catholic NativityMiguel school located in a Midwest metropolitan area. The goals were: (a) to examine middle school teachers’ and the principal’s perceptions of culturally responsive pedagogy and extent of culturally responsive teaching implemented in the school, (b) to examine how parents perceived culturally responsive caring relationships with teachers and the principal, and (c) to examine the degree to which St. Andrew Academy demonstrated culturally responsiveness in staff meetings, professional development training, parent-teacher conferences, and school social events.

The results of this study revealed that middle school teachers and the school principal were unanimous in their lack of comprehension and practice of culturally responsive pedagogy. The teachers in their response indicated that they did not receive adequate professional development or training consistent with culturally responsive teaching. The principal in his response indicated that he was in fact a culturally responsive leader but argued that his staff did not understand culturally responsive pedagogical procedures. The survey results indicated that parents were unanimous in their perception that the teachers and the principal of St Andrew Academy provided a positive caring school environment. The results also suggested that the parents at St. Andrew Academy had a passive versus collaborative role in participating and making decisions about their children’s education. The results of the study showed that staff at St. Andrew Academy lacked the ability to communicate verbally with most parents because of their inability to speak the Spanish language.

This study offered a number of recommendations. The results showed that St. Andrew Academy could make the following improvements: (a) challenging social inequalities by examining their own bias and prejudice (b) undergoing a process of learning about and embracing all the cultures represented in their school, (c) providing true academic diversity in their teaching strategies and school environment, (d) implementing well-designed culturally responsive professional development training and (e) taking the initiative to improve the practice of culturally responsive pedagogy through partnership with parents, the school staff and culturally responsive stakeholders. It is the administrator’s responsibility to challenge all school staff to embrace culturally responsive pedagogy in order to enrich academic success for every student.

Indexing (document details)
Advisor: Kania-Gosche, Beth
Commitee: Biri, Colleen, Wisdom, Sherrie
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 78/05(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Middle School education, Pedagogy, Education philosophy
Keywords: Achievement gap, Culturally responsive teaching
Publication Number: 10181201
ISBN: 9781369298468