Cultural Responsiveness in the Context of a Large Urban School District: An Analysis of Math & ELA Teacher Perceptions of Culturally Responsive Practices in Teaching Latina/o ELLs
Item
Title
Cultural Responsiveness in the Context of a Large Urban School District: An Analysis of Math & ELA Teacher Perceptions of Culturally Responsive Practices in Teaching Latina/o ELLs
Abstract/Description
Latina/o English language learners are not achieving at the same levels as their White and English speaking peers. Research shows that 63% of ELLs, in large part Latina/o, are graduating high school, compared to an 82% overall rate. This study aimed to gather Math and ELA teacher perceptions around teachers’ ability to implement culturally responsive strategies. The researcher sought to answer three questions: (1) How do secondary Math and ELA teachers in District A schools with large populations of Latina/o ELLs perceive their own capacity to serve linguistically diverse students in their classroom? (2) What are the culturally responsive pedagogical practices that secondary Math and ELA teachers say they currently use to support Latina/o ELLs in District A schools with large populations of Latina/o ELLs? (3) What are the gaps that Math and ELA teachers perceive that exist in District A with building teacher capacity in culturally responsive practices in schools that have large populations of Latina/o ELLs?
Based on a review of the literature on cultural responsiveness, the researcher distributed a web-based survey on the Qualtrics platform to 133 Math and ELA teachers at six District A high schools. The researcher used 18 statements from the Culturally Responsive Teacher Preparedness Scale [CRTPS] to gauge teachers’ perceptions on their ability to implement culturally responsive strategies. Teachers recorded their levels of agreement with their perceived abilities on each statement on a five point Likert scale ranging from “strongly agree” to “strongly disagree.” Teachers were also invited to participate in a focus group to gather specific examples of culturally responsive practices being implemented. Analysis of the survey indicated that teachers perceive to have the capacity to implement culturally responsive practices. The focus group, however, illustrated a need for deeper understanding of culturally responsive practices and how/when/where to implement them. On this basis, the researcher recommends that District A implement a collection of self-assessment data from all teachers that teach Latina/o ELL students, a curriculum review across major content areas, and the development of a network improvement community that addresses Latina/o ELL needs. Further research is needed in order to determine the influence of culturally responsive practices on academic achievement.
Based on a review of the literature on cultural responsiveness, the researcher distributed a web-based survey on the Qualtrics platform to 133 Math and ELA teachers at six District A high schools. The researcher used 18 statements from the Culturally Responsive Teacher Preparedness Scale [CRTPS] to gauge teachers’ perceptions on their ability to implement culturally responsive strategies. Teachers recorded their levels of agreement with their perceived abilities on each statement on a five point Likert scale ranging from “strongly agree” to “strongly disagree.” Teachers were also invited to participate in a focus group to gather specific examples of culturally responsive practices being implemented. Analysis of the survey indicated that teachers perceive to have the capacity to implement culturally responsive practices. The focus group, however, illustrated a need for deeper understanding of culturally responsive practices and how/when/where to implement them. On this basis, the researcher recommends that District A implement a collection of self-assessment data from all teachers that teach Latina/o ELL students, a curriculum review across major content areas, and the development of a network improvement community that addresses Latina/o ELL needs. Further research is needed in order to determine the influence of culturally responsive practices on academic achievement.
Author/creator
Date
Institution
University of Maryland, College Park
Committee
Eubanks, Segun
McLaughlin, Margaret
Snell, Jean
Shetley, Pamela
Wiseman, Donna L.
Resource type
Research/Scholarly Media
Resource status/form
Thesis/Dissertation
Scholarship genre
Empirical
Primary national context
Open access/full-text available
Yes
Peer reviewed
No
URL
Citation
Beato, C. M. (2019). Cultural Responsiveness in the Context of a Large Urban School District: An Analysis of Math & ELA Teacher Perceptions of Culturally Responsive Practices in Teaching Latina/o ELLs [Ed.D., University of Maryland, College Park]. https://www.proquest.com/dissertations/docview/2366964010/abstract/AC78DBB94D2E45B4PQ/2
Num pages
212
Rights
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
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