COMING SOON! PQDT Open is getting a new home!

ProQuest Open Access Dissertations & Theses will remain freely available as part of a new and enhanced search experience at www.proquest.com.

Questions? Please refer to this FAQ.

Dissertation/Thesis Abstract

Culturally Responsive Teaching Practice as It Relates to Teachers’ Perspectives,
by Reyes-Aceytuno, Elizabeth, Ed.D., Concordia University Irvine, 2020, 149; 28022950
Abstract (Summary)

As the ethnic and linguistic diversity of school populations continue to increase, it becomes essential for school systems to engage in culturally responsive teaching, which emphasizes the need for students’ culture to be at the forefront of their learning. Culturally responsive pedagogy takes into consideration student culture, teacher relationships, expectations, and curricula as elements contributing to educational attainment. The methodology of the study is a mixed methods explanatory study that used two data collection methods, a survey and interview. The data collection was completed in two phases. The first phase was a self-reporting Likert scale survey gathering quantitative and qualitative data. The next phase involved follow-up semi-structured interviews with a strategically selected subsample of participants. The sample consisted of 119 teachers from varied age groups and experience levels, ranging from beginning to veteran teachers. Participants also came from various grade levels, primarily the elementary, middle and high school levels.

Participants defined Culturally Responsive Teaching (CRT) as the integration of students’ culture and strengths in their education, allowing them to make connections to what they are learning and to build on their knowledge. The findings suggest that to implement CRT, there should be increased use of instructional practices that encourage social justice, challenge the status quo, and provide different cultural perspectives that need to be applied. The findings also indicated a moderate positive correlation between teacher perception and CRT practices. The barriers identified described participants' experiences related to their load of responsibilities and time constraints. The supports and resources identified were leadership, professional development, and coursework.

Indexing (document details)
Advisor: Quiroz, Blanca
Commitee: Howard, Barbara, Ma, Staci
School: Concordia University Irvine
Department: Education
School Location: United States -- California
Source: DAI-A 82/1(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Education, Multicultural Education, Pedagogy
Keywords: Culturally responsive teaching, Mixed methods, Social justice
Publication Number: 28022950
ISBN: 9798662428669
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest