The problem addressed in the study was the achievement gap between Black and White students. The purpose of this study was to determine the perceptions of teachers on personal growth and relationships with students after participating in cultural proficiency professional development. The participants of the study included twelve teachers who engaged in staff member cultural proficiency training. The group consisted of certified teachers; however, the participants represented a variety of years of experience and content area specialization. The participants were all involved in cultural proficiency training sessions occurring twice a month. This included lessons tapping into the participants’ personal opinions and viewpoints about their relationships with students who did not share the same cultural background as the teacher. The research questions consisted of the following: a) How do staff members respond to administrative efforts to increase cultural proficiency in schools? b) Do staff members think they have grown individually in cultural proficiency after participating in professional development? c) How do staff members reflect and grow after addressing personal barriers? d) Do staff members think their student relationships have been affected because of their cultural proficiency work? After data collection, the participants described the cultural proficiency training as valuable and reported feeling more knowledgeable about being culturally proficient. The participants also reported a general sense of understanding student differences better, leading to a higher sense of compassion and understanding when working with students whose cultural backgrounds were different from their own.
|Commitee:||Speck, Janice, Moran, Sarah|
|School:||Missouri Baptist University|
|School Location:||United States -- Missouri|
|Source:||DAI-A 82/4(E), Dissertation Abstracts International|
|Keywords:||Cultural proficiencey, Middle school, Teacher-student relationships|
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