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CULTURAL RESPONSIVENESS PEDAGOGY
22
values of that dominant group. In order to reduce the chances of slave rebellion in the United
States, it was illegal to teach enslaved African Americans how to read or write (Spring, 2008).
As a result of similarly oppressive policies, Native American students faced abject cultural
genocide (Spring, 2008), Italian Americans were not allowed to attend white schools (Laughter,
2011), Japanese-American students were forcibly removed from their learning communities and
placed in concentration camps during the 1940’s, and even today there are reminders of this
dysfunctional past that haunt educational practice in the United States. In short, the United States
government has maintained policies of white supremacy as a method of social control up until
relatively recently, and the legacies of historical racism have created cultural divides that still
inform common attitudes and biases. These divides are internalized by all members of society
and serve as a guide for interacting and treating others who do not look, talk, or act like
ourselves.
As the history of racism in our society has become compressed into an educational
concept that fits neatly into curricula, pre-service teacher training, and teacher professional
development, culturally responsive teaching practices are often inadequate or non-existent. Such
commodification of learning is perpetuated in the public school environment through the
rampant employment of neoliberal, market-based policies and practices in administration. A
current example of neoliberal policy decisions influencing public schools is the exponentially
increased use of standardized testing as a means of measuring student learning and determining
funding options (Sharma & Christ, 2017). As it has been well established that students derive
and acquire knowledge in a wide variety of ways (Lipsitz, 2006; Sharma & Christ, 2017), the
standardization of learning has resulted in less exploration and increased inequality in outcomes;
as well, it creates a hierarchy-based academic system that is contingent upon a teacher’s
Object Description
| Title | Teacher awareness of culturally responsive pedagogy and minority student outcomes |
| Author | Shepherd, Aziza Enomowyi |
| Author email | aeshephe@usc.edu;wuero72@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Organizational Change and Leadership (On Line) |
| School | Rossier School of Education |
| Date defended/completed | 2018-08-08 |
| Date submitted | 2018-08-08 |
| Date approved | 2018-08-09 |
| Restricted until | 2018-08-09 |
| Date published | 2018-08-09 |
| Advisor (committee chair) | Seli, Helena |
| Advisor (committee member) |
Green, Alan Murphy, Don |
| Abstract | According to Critical Race Theory, racism is an endemic and a permanent part of the social structure within the United States (Crenshaw, 2011; Delgado, 1989). The focus of this study therefore was to perform a mixed methods evaluation of teacher perceptions regarding their own levels of cultural awareness and how that awareness may be impacted by personal beliefs and values. Through the use of Clark and Estes’ (2008) gap analysis framework, this study evaluated the knowledge, motivation, and organizational factors that affect teachers’ capacity to deliver culturally responsive pedagogy in the classroom environment. The methods used to examine the cultural awareness of educators in the classroom included a quantitative 20-item online survey administered by Qualtrics followed by a 35-minute semi-structured interview session during which participants were asked about their capacity to implement culturally responsive teaching practices in the classroom. The research findings revealed that participants displayed high levels of declarative knowledge and moderate levels of metacognitive knowledge about the use of culturally responsive pedagogy in the classroom. The research findings indicate that it is important for teachers to identify their bias beliefs and how those beliefs effect their motivation to utilize strategies that promote cultural inclusivity in the classroom The literature reviewed and data collected further suggest that cultural awareness impacts student learning outcomes. School leaders and teachers benefit from professional development opportunities that challenge deficit thinking and foster culturally responsive pedagogical practices. |
| Keyword | teacher cultural awareness; culturally responsive pedagogy; student teaching; minority student outcomes; beliefs about racism; educational inequity |
| Language | English |
| Format (imt) | application/pdf |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Shepherd, Aziza Enomowyi |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-ShepherdAz-6705.pdf |
| Archival file | Volume3/etd-ShepherdAz-6705.pdf |
Description
| Title | Page 22 |
| Full text | CULTURAL RESPONSIVENESS PEDAGOGY 22 values of that dominant group. In order to reduce the chances of slave rebellion in the United States, it was illegal to teach enslaved African Americans how to read or write (Spring, 2008). As a result of similarly oppressive policies, Native American students faced abject cultural genocide (Spring, 2008), Italian Americans were not allowed to attend white schools (Laughter, 2011), Japanese-American students were forcibly removed from their learning communities and placed in concentration camps during the 1940’s, and even today there are reminders of this dysfunctional past that haunt educational practice in the United States. In short, the United States government has maintained policies of white supremacy as a method of social control up until relatively recently, and the legacies of historical racism have created cultural divides that still inform common attitudes and biases. These divides are internalized by all members of society and serve as a guide for interacting and treating others who do not look, talk, or act like ourselves. As the history of racism in our society has become compressed into an educational concept that fits neatly into curricula, pre-service teacher training, and teacher professional development, culturally responsive teaching practices are often inadequate or non-existent. Such commodification of learning is perpetuated in the public school environment through the rampant employment of neoliberal, market-based policies and practices in administration. A current example of neoliberal policy decisions influencing public schools is the exponentially increased use of standardized testing as a means of measuring student learning and determining funding options (Sharma & Christ, 2017). As it has been well established that students derive and acquire knowledge in a wide variety of ways (Lipsitz, 2006; Sharma & Christ, 2017), the standardization of learning has resulted in less exploration and increased inequality in outcomes; as well, it creates a hierarchy-based academic system that is contingent upon a teacher’s |
