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Reconstructing the literary canon: an innovation study
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Running head: RECONSTRUCTING THE LITERARY CANON
1
RECONSTRUCTING THE LITERARY CANON: AN INNOVATION STUDY
by
Angela M. Gascho
______________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2019
Copyright 2019 Angela M. Gascho
RECONSTRUCTING THE LITERARY CANON
2
ACKNOWLEDGEMENTS
Writing this dissertation has been a true venture unto itself with all of the ups and downs
that any journey may entail. I could not have accomplished this without the support and help of
many, many people along the way.
First, I would like to genuinely thank my dissertation advisor, Dr. Monique Datta. Your
knowledge, encouragement, sense of humor, and realistic approach was invaluable in this
process. I appreciated that you yourself had much going on in your life and that I was not your
only student, yet you made sure it did not feel that way. You were so instrumental in my ability
to reaching this goal. Your timeliness, candor, and insightful comments truly helped me to see a
path which was sometimes indiscernible to me. You brought the spirit of Aloha to what could be
an otherwise grueling experience, so to you I say “Mahalo.” I also want to thank the other
members of my dissertation committee, Dr. David Cash and Dr. Kimberly Ferrario. I asked both
of you to be on my committee because your classes were especially meaningful to me and I
valued the expertise you could bring to this process. Dr. Ferrario, you were my first professor in
the OCL program and were so helpful as I wrestled with the many problems of practice I wanted
to address. Your nurturing nature and keen insight really helped me to have a sense of clarity
and confidence moving forward. Dr. Cash, your expertise and knowledge is so vast, but
approach so down to earth, that you left me not only enlightened about the systems at play in the
field of education, but inspired me to believe that I could still make an impact. I thank you all
for sharing your expertise and gifts, and for continually having confidence in me even when I
may not have.
Second, I would like to express my appreciation to all of the professors and instructors I
had throughout the OCL and MLDT program. You have each enriched my mind, pushed me to
new limits, and encouraged me to reach new heights as a professional and adult learner. So,
RECONSTRUCTING THE LITERARY CANON
3
thank you Dr. Rebecca Lundeen, Dr. Heather Davis, Dr. Alison Murazewski, Dr. Uju Anja, Dr.
Christine Mendoza, Dr. Greg Chung, Dr. Scott Smith, Dr. Anthony Maddox, Dr. Mark Pearson,
Dr. Jaimie Hoffman, Dr. Leeanne Dunsmore, Dr. Deanna Campbell, Dr. Sarah Lillo, Dr. Sourena
Haj-Mohamadi, Lauren Murphy Yeoman, Dr. Artineh Samkian, Dr. Patrick Crispen, and Dr.
Adrian Donato. Thank you also to the leaders of the OCL program and the support staff for
providing such a rewarding learning experience.
To the members of Cohort Six, the “Rogue Change Agents” that you are — thank you!
You are a diverse, amazing, and inspiring group of individuals. You all challenged me to
broaden my perspective through your varying skillsets and I feel very honored to have been able
to learn from you and with you. I can’t wait to see what everyone does next because you are all
awesome!
I also feel a deep sense of gratitude to all of my work colleagues, especially my
department and the administration, for their support of me through this entire process. You all
continually checked in on how I was doing, celebrated the small milestones along the way, and
really encouraged me to keep moving forward. Some of you participated and helped to make the
dissertation a reality. I know with certainty, that without your support, that I could not have
achieved this goal. So, thank you for your belief that I “could be all that woman is capable of.”
I want to express my gratefulness for my students, past and present. You are my constant
source of inspiration and hope for the future. You are what gives me my sense of purpose every
day. And especially to my students who are of marginalized populations, whether it be for your
gender, ethnicity, religion, sexual orientation, or socio-economic background, may you know
that you too can do whatever you set your mind to doing. Carpe Diem!
I am also eternally grateful to my friends — you all know who you are. Thank you for
cheering me along, laughing with me, crying with me, accepting that I couldn’t come to events
RECONSTRUCTING THE LITERARY CANON
4
while I was trying to balance all of this, and helping me celebrate each milestone along the way.
You provided me with a sense of balance during the time of an all-consuming pursuit and the
belief that I could do this.
Finally, and most importantly, I thank my family. You have always been and always will
be my rock. Mom and Dad, I cannot ever thank you enough for all you have done for me, for the
opportunities, the support and encouragement, and always being there to listen to me and give
me advice. I love you both dearly and am beyond grateful for every privilege you have made
sure I had, including my education. To my siblings, Mark, Bethany, and Lauren and their
families and beautiful kiddos, Patty, Ally, and Justin, and Aristotle, Nova, and Coltrane — thank
you for keeping it real, inspiring me to be my best, and for always being there in both the good
and bad times. I needed you on this journey with me and appreciate all of the little things you
did to support me. And to my husband, Rob, daughter, Audrey, and son, TJ, your constant love
and belief in me is what made this possible. Rob, you are my best friend, my cheerleader, my
shoulder to cry on, and more recently aspiring cook and mixologist. Words cannot express how
thankful I am for your love and how you have adapted your own life and helped me balance all
of this. You are an amazing man and human being. Audrey and TJ, you are my joy and
inspiration every day. I would never have imagined that I would be going back to school as you
both embarked on your own college careers. You make me want to do more and energize me
(and sometimes exhaust me) with your desire to change the world for the better. Thank you for
believing in me, supporting me, and tolerating me as I was on this rollercoaster ride. I love you
both with all my heart.
RECONSTRUCTING THE LITERARY CANON
5
TABLE OF CONTENTS
Acknowledgements 2
List of Tables 7
List of Figures 8
Abstract 9
Chapter 1: Introduction 10
Introduction of the Problem of Practice 10
Organizational Context and Mission 10
Organizational Performance Status/Need 12
Related Literature 13
Importance of Organizational Innovation 15
Organizational Performance Goal 15
Description of Stakeholder Groups 16
Stakeholder’s Performance Goals 17
Stakeholder Group for the Study 18
Purpose of the Project and Questions 19
Methodological Framework 20
Definitions 20
Organization of the Dissertation 20
Chapter 2: Review of the Literature 22
Introduction 22
Inequity in the American School System 23
The Literary Canon 27
Culturally Responsive Teaching 30
Critical Race Theory 33
The Clark and Estes Gap Analytic Conceptual Framework 37
Stakeholder Knowledge, Motivational, and Organizational Influences 38
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and 56
Motivation and the Organizational Context
Conclusion 60
Chapter 3: Methodology 62
Participating Stakeholders 63
Data Analysis 70
Credibility and Trustworthiness 72
Validity and Reliability 73
Ethics 74
Limitations and Delimitations 75
Chapter 4: Results and Findings 76
Overview of Purpose and Questions 76
Participating Stakeholders 76
RECONSTRUCTING THE LITERARY CANON
6
Findings 77
Research Question 1 77
Research Question 2 95
Summary 120
Chapter 5: Discussion and Recommendations 122
Recommendations for Practice to Address KMO Influences 122
Integrated Implementation and Evaluation Plan 135
Limitations and Delimitations 149
Future Research 150
Conclusion 152
References 154
Appendices 163
Appendix A: Interview Questions 163
Appendix B: Survey Instrument 166
Appendix C: Initial Training Workshop Evaluation 170
Appendix D: New English Curriculum and CRT Pedagogy Ongoing Training 172
Evaluation
Appendix E: English Department Curriculum Texts with CRT Template 173
RECONSTRUCTING THE LITERARY CANON
7
LIST OF TABLES
Table 1. Organizational Mission, Global Goal, and Stakeholder Performance Goals 18
Table 2. Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis 45
Table 3. Motivational Influences and Assessments for Motivation Gap Analysis 49
Table 4. Organizational Influences and Assessments for Organization Gap Analysis 55
Table 5. Summary of Knowledge Influences and Recommendations 123
Table 6. Summary of Motivation Influences and Recommendations 127
Table 7. Summary of Organization Influences and Recommendations 131
Table 8. Outcomes, Metrics, and Methods for External and Internal Outcomes 137
Table 9. Critical Behaviors, Metrics, Methods, and Timing for Evaluation 139
Table 10. Required Drivers to Support Critical Behaviors 140
Table 11. Evaluation of the Components of Learning for the Program 145
Table 12. Components to Measure Reactions to the Program 146
RECONSTRUCTING THE LITERARY CANON
8
LIST OF FIGURES
Figure 1. Interactive conceptual framework 58
Figure 2. Teachers’ responses when asked which ethnic groups they believed would 83
be present in their classrooms in 2025
Figure 3. Teachers’ responses when asked which ethnic groups they believed would 84
have the largest enrollment in U.S. schools in 2025
Figure 4. Teachers’ responses when asked to rate their familiarity with critical race 89
theory
Figure 5. Teachers’ responses when asked to rate the relevance of training in critical 90
race theory to their teaching practice
Figure 6. National Center for Education Statistics (2017) projections for enrollment 97
by ethnicity for the year 2025
Figure 7. Teachers’ responses when asked to rate their familiarity with cultural 99
proficient teaching pedagogy
Figure 8. Teachers’ responses when asked if they believed that training in new 107
curriculum practices was a valuable use of their time
Figure 9. Teachers’ responses when asked what type of professional development 109
they found to be the most valuable
Figure 10. Teachers’ responses when asked what types of professional development 111
they had participated in during the last 18 months
Figure 11. Teachers’ responses when asked if the English Department was willing to 112
implement a new curriculum to meet the changing demographics of the
school community
Figure 12. Teachers’ responses when asked if they believed the school administration 114
would provide the support they needed to implement a new curriculum
RECONSTRUCTING THE LITERARY CANON
9
ABSTRACT
This study employed a mixed methods approach to evaluate the potential to reconstruct the
“literary canon” and implement a new and diversified English Language Arts (ELA) curriculum
and employ critical race theory (CRT) pedagogy to improve equity and access for all students.
The study was conducted at an all-girls Catholic college preparatory high school in the
southwestern United States consisting of 750 students. The English Department teaching faculty
at the school completed an electronic survey and participated in an interview about their current
curriculum practices. In addition, to triangulate the teacher practices and perspectives, an
analysis of their syllabi and the course curriculum catalogue was completed. To assess where
potential performance gaps may exist, the Clark and Estes (2008) gap analysis model was used to
identify and analyze knowledge, motivational, and organizational influences on the English
Department teachers. Using the gap analysis framework, data revealed that teachers lack some
knowledge on the shifting classroom demographics nationally, and on culturally relevant
pedagogy and CRT pedagogy, but were highly motivated to meet the diverse needs of their
students. In addition, the study found that there would be a need to improve organizational
supports if implementation of a new and diversified curriculum were to be effective. The
findings of this study indicated that to implement a new and diversified curriculum, there would
need to be improved, continuous, and consistent professional development, enhanced
communication with the administration, increased time for training and collaboration, and an
evaluation of the implementation process for ongoing improvement and assessment of success.
The development of an effective plan to address these issues could allow schools across the
America to disrupt their “systems” so that teachers may truly provide equity and access for all
students.
RECONSTRUCTING THE LITERARY CANON
10
CHAPTER 1
INTRODUCTION
Introduction of the Problem of Practice
The demographic composition of the classroom is rapidly changing in the United States.
According to the National Center for Education Statistics (NCES) (2017), enrollment statistics in
American K-12 schools from the fall of 2003 to the fall of 2013 show a decrease in White
enrollment from 59% to 50%. During this same period, Hispanic student enrollment increased
from 19% to 25%. Furthermore, White student enrollment is projected to continue decreasing
and is expected to account for 46% of enrollment by the year 2025. These statistics indicate a
highly diverse population in the classroom that is not reflected in the current curriculum
standards. Providing a curriculum that reflects the multiplicity of students and prepares these
students to become productive members of society is essential to providing equity and access for
all students (Bensimon, 2005; Dowd & Bensimon, 2014). Failing to address the needs of a
diverse and evolving student population denies students of their basic human right to an equal
education while sustaining a system of oppression (Johnson, 2005; McCowan, 2012). Hence, it
is necessary to implement an English Language Arts (ELA) curriculum that is reflective of this
diversity and teaching practices that ensure equity and access for all students.
Organizational Context and Mission
St. Mary’s Women’s Seminary (pseudonym) is an all-girls Catholic college preparatory
high school in the southwestern United States consisting of 750 students. The school’s mission
is to empower young women in an innovative learning environment that honors the individual
while fostering community, and develops faith-filled leaders dedicated to loving God and all
peoples without distinction (school’s mission statement, 2017). St. Mary’s was founded in 1882
by a French order of nuns, and is one of 700 schools founded by the organization currently
RECONSTRUCTING THE LITERARY CANON
11
operating in the United States. The school community is comprised of students, faculty, office
and maintenance staff, parents, alumni, and a board of directors. Approximately 12% of the
student population crosses the border daily from Mexico to attend the school and the remaining
population comes from a variety of locations throughout the county. The demographic
breakdown of the school is 42% Hispanic, 35.5% White, 11.8% Multi-Racial, 7.4%
Asian/Pacific Islander, 1% African American, and 1.9% Other. There are a variety of
socioeconomic groups represented within the student body and many (although the number is not
known) are English Language Learners (ELL) or Heritage Language (HL) students.
A current problem at St. Mary’s Women’s Seminary is that the current English Language
Arts (ELA) curriculum and cross-curricular teaching practices do not reflect the school’s
diversity or provide equity and access to all students. In spite of the school demographics and its
mission to serve all without distinction, the school continues to employ an ELA curriculum of
primarily White, male authors and does not have a comprehensive academic support system in
place to address the cross-curricular needs of a diverse student body. Teachers have complained
to the administration that the current curriculum is not reflective of the population they teach and
that they do not have training needed to adequately support all students equitably in their
classrooms given the current parameters of the rigorous college preparatory curriculum. Without
changing the curriculum and providing adequate training for the faculty on how to support a
diverse population of learners, the teachers are not able to fully meet the needs of their students.
Furthermore, this lack of teacher training and institutional support perpetuates a system that
marginalizes the needs of these students by not allowing them to meet their full potential. In this
scenario, the administration is failing in its contractual relationship with the students. As a
general practice, the provider of services, which in this case is the administration, should support
the needs of all students enrolled. The students, as the directors in this relationship, are not
RECONSTRUCTING THE LITERARY CANON
12
receiving the education (service) due to them (Cash, 2017). Neglecting to address this issue
means the school will fail to fulfill its mission to empower young women in an innovative
learning environment while fostering individuality (school’s mission statement, 2017). Thus, the
school could potentially lose students who do not feel St. Mary’s is meeting the obligations of
their tuition agreement if that student does not feel empowered, that the learning environment is
innovative, and/or acknowledged for her individuality.
Organizational Performance Status/Need
In order to fulfill its mission and continue providing a college preparatory education that
meets the students’ diverse needs, it is imperative that St. Mary’s Women’s Seminary create and
implement an English Language Arts (ELA) curriculum that reflects the diverse populations of
society while simultaneously aligning with the college admissions standards and Common Core
Curriculum Standards (CCCS). Failure to do so perpetuates a system of oppression and can
result in decreased college admissions, decreased enrollment, and a loss of funding from donors.
Currently, the English curriculum follows the traditional “literary canon,” and an inclusive
curriculum does not exist. Furthermore, the cross-curricular teaching practices do not reflect the
school’s diversity or provide equity and access to all students. While 80% of the student
population graduates and attends a four-year college or university, there remains 14% who attend
community college, 4% who either attend a public or private college or university outside the
country (mostly in Mexico), and 2% who do not continue their education beyond high school
(school’s website, 2017). When looking at the five-year trend in the school’s standardized ELA
scores, St. Mary’s scores 1.1% higher in Critical Reading on the SAT than the national and state
average, 1.2% higher than the national average in Reading on the ACT, and 1.1% higher than the
state average in Reading on the ACT (school’s testing report and profile, 2017). These scores
indicate that while St. Mary’s does reasonably well in their ELA performance and providing a
RECONSTRUCTING THE LITERARY CANON
13
college preparatory curriculum, they are still not fulfilling their mission for all of their students,
and are underserving at least 6% of the population of students who may not reach their potential
because their differences are not acknowledged or met fully by the current curriculum. If St.
Mary’s is to completely fulfill their mission, remain relevant and marketable as a private school,
and meet the needs of an increasingly diversified population, the school must implement a new
and diversified ELA curriculum and provide teacher training on how to address the cross-
curricular needs of a diverse student body.
Related Literature
Numerous studies indicate that the current educational system fails to provide equity and
access to all students (Al-Shalabi, Salameh, Thebyan, & Umari, 2011; Bensimon, 2005; Corson,
2001; Dayal, 1996; Dowd & Bensimon, 2014; Fry, 2003; Johnson, 2005, 2006). One
contributing factor to this system of inequity is the emphasis on continuing to teach the “literary
canon” in the United States K-12 system because it creates a non-inclusive curriculum
experience for students of diverse backgrounds and perpetuates a system of inequality.
According to Al-Shalabi et al. (2011), the American literary canon is composed of works that are
valued for the aesthetic value and embodiment of the ideals of American society, comprised
mainly of White male authors, excluding in large part non-whites and women. The sole
employment of a white-male dominated literary canon creates a non-inclusive curriculum
experience in the classroom and denies non-white and female students of their basic human right
to an equal education according to Article 26 in the United Nations’ Universal Declaration of
Human Rights (UDHR, 1948).
According to a projection study by Hussar and Bailey (2013) for the National Council for
Education Statistics, enrollment in public K-12 schools is supposed to decrease 6% between
2011 and 2022 for students who are White and 4% for American Indian/Alaskan Natives, and
RECONSTRUCTING THE LITERARY CANON
14
increase by 2% for students who are black, 33% for Hispanics, 20% for Asian/Pacific Islander,
and 40% for students who are two or more races. The Common Core Curriculum Standards
(CCCS) implemented by 46 states and the District of Columbia between 2010 and 2012, made
adjustments to the English Language Arts curriculum to emphasize close reading and interaction
with complex texts, yet states that critical content should include “foundational American
literature” while making no mention of ensuring the representation of content that centers on the
marginalized populations of the U.S. (Common Core State Standards Initiative [CCSSI], 2010;
NCES, 2017). Continuing to teach the American literary canon regardless of school
demographics also perpetuates a system of cultural oppression that Johnson (2005) describes to
be those aspects of society that overtly and covertly attribute value and normality to the
dominant group while rendering the subordinated group as “invisible.” In this case, because
American schools continue to disseminate the traditional literary canon, they are disregarding the
cultural and racial identity of students from diverse backgrounds. According to Johnson (2005),
this is essentially rendering the needs and stories of these populations “invisible” or unimportant,
while accepting the stories of the dominant group as important and having cultural capital.
This problem is important to solve because a non-inclusive K-12 curriculum experience,
especially in an ever increasingly diverse classroom, is denying students of their basic human
right to an equal education. It preserves a system of cultural oppression that Johnson (2005)
asserts to be in those aspects of society that overtly and covertly attribute value and normality to
the dominant group while rendering the subordinated group as “invisible.” A consideration of
standardizing practices of critical race theory (CRT) offers an option for addressing this problem
of practice (Liggett, 2014; Ortiz & Jani, 2010; Solorzano & Yosso, 2001) because critical race
theory (CRT) is based on the assumption that race is a social construct permeating all aspects of
social life that threads a race-based ideology throughout society. Implementing pedagogical
RECONSTRUCTING THE LITERARY CANON
15
practices centered in CRT offers an approach to address the cultural and institutional oppression
that currently exists in perpetuating the American literary canon (Solorzano & Yosso, 2001).
Importance of Organizational Innovation
It is important for the school to implement a diversified English Language Arts (ELA)
curriculum and provide teacher training on how to address the cross-curricular needs of a diverse
student body for a variety of reasons. If the school does not diversify its ELA curriculum, it
perpetuates a system of oppression by rendering the needs of its diverse population as “invisible”
(Johnson, 2005) that is counter to its mission. It also risks decreased college admissions for its
students, decreased enrollment as an organization, and a loss of funding as an organization from
donors. A decline in college admissions would undermine the school’s purpose and mission, and
could lead to a decline in student enrollment and donor funding. Thus, it is to the benefit of St.
Mary’s to adapt to the evolving demographic of the classroom so that it can uphold the purpose
and mission of the school.
Organizational Performance Goal
By August 2020, St. Mary’s Women’s Seminary will implement a new and diversified
English curriculum that contains literature representing the school population, including
Hispanic, African American, Asian American, Asian/Pacific Islander, and American
Indian/Alaskan Natives, and women. Simultaneously, this curriculum will meet the
requirements of the Common Core Curriculum Standards (CCCS) for Language Arts and the
University of California requirements for college admission. This goal will involve a critical
analysis of the current curriculum by the English Department and the administration, student
performance outcomes, student performance on standardized tests, and working with the
Counseling Department at the school to ensure that the changes align with the college admissions
requirements. The English Department Chairperson established this goal after conducting
RECONSTRUCTING THE LITERARY CANON
16
research on schools serving diverse populations and meeting with the administration. The
achievement of this goal will be measured in the publication of a new English curriculum by
August 2020, an assessment of which texts are representative of the student populous, comparing
student performance outcomes and student performance on standardized tests prior and post
curriculum implementation, and through the Western Catholic Education Association (WCEA)
accreditation process that will begin its next cycle in the fall of 2018 and end in the fall of 2024.
The Western Catholic Educational Association is a private educational accrediting
agency established under the auspices of the Bishops of the Catholic (Arch) Dioceses of
California (http://www.westwcea.org/). The WCEA accreditation process is a formalized self-
study that the school conducts to ensure that it satisfies the college and university entrance
requirements while upholding its mission as a Catholic school. If the school fails to implement a
new English curriculum that reflects the diversity of its population and surrounding area, it risks
not receiving WCEA accreditation and a decline in enrollment and college admissions, all of
which are essential to the school fulfilling its mission.
Description of Stakeholder Groups
At the St. Mary’s Women’s Seminary, there are a variety of stakeholders including
students, faculty, administration, office and maintenance staff, parents, alumni, and a board of
directors. These stakeholders reflect a complex intersection of races, ethnicities, gender
identities, socio-economic backgrounds, and religions even though the institution identifies itself
as Catholic and as a single-sex school. The primary stakeholder groups related to this study
include the students, the teachers, and the administration. The first stakeholders in the school are
the students. There are currently 750 high school aged girls enrolled across grades 9-12.
Approximately 12% of the student population crosses the border daily from Mexico to attend the
school and the remaining population comes from a variety of locations throughout the county.
RECONSTRUCTING THE LITERARY CANON
17
The demographic breakdown of the school is 42% Hispanic, 35.5% White, 11.8% Multi-Racial,
7.4% Asian/Pacific Islander, 1% African American, and 1.9% Other. The students’ success will
directly indicate whether or not the school has met the performance goal defined.
The next stakeholders are the teaching faculty. There are 49 teaching faculty, including
40 females and nine males. The demographic breakdown is 75.5% White, 10% Hispanic, 2%
Multi-Racial, 2% Asian/Pacific Islander, 1% African American, and 2% Other. The faculty is
responsible for instruction in their subject areas in order to fulfill the school’s mission. The
teaching faculty is evaluated annually and contracts are renewed on an annual basis. Of this
group, there are eight female members who directly comprise the English Department. This
group of teachers will be responsible for implementing the new curriculum defined in the
organizational goal.
The third group of stakeholders is the administration, comprised of four females and one
male including Head of School, Assistant Head of School, Assistant Principal of Curriculum and
Instruction, Assistant Principal of Campus Life, and Assistant Principal of Athletics. The
members of the administration oversee the operations of the school as a whole and are
responsible for ensuring that the curriculum and extra-curricular activities are supported
financially, reflect the school’s mission, and are ultimately successful. This group will be
instrumental in helping to evaluate and measure student success with the new curriculum.
Stakeholder’s Performance Goals
Table 1 identifies the organizational mission, organizational global goal, and stakeholder
performance goals. As indicated in Table 1, there are two primary stakeholder groups who have
a direct influence on the organizational performance goal including the Administration and the
English Department Teaching Faculty.
RECONSTRUCTING THE LITERARY CANON
18
Table 1
Organizational Mission, Global Goal, and Stakeholder Performance Goals
Organizational Mission
Founded and rooted in the Gospel values of the Catholic church and the charism of the
Sisters of St. Mary, the mission of St. Mary’s Women’s Seminary is to empower young
women in an innovative learning environment that honors the individual while fostering
community, and develops faith-filled leaders dedicated to loving God and all peoples
without distinction.
Organizational Performance Goal
By August 2020, St. Mary’s Women’s Seminary will implement a new and diversified
English curriculum that contains literature representing the school population, including
Hispanic, African American, Asian American, Asian/Pacific Islander, and American
Indian/Alaskan Natives, and women.
Administration English Department Teaching Faculty
By August 2018, St. Mary’s Women’s Seminary
school administration will identify the areas of
the English curriculum at each grade level that
need to be changed in order to be more inclusive
while simultaneously meeting the Common Core
Curriculum Standards (CCCS) for Language
Arts and the University of California
requirements for college admission.
By August 2020, 100% of the St. Mary’s
Women’s Seminary English Department
teaching faculty will implement a new
English curriculum and employ critical
race theory (CRT) pedagogy.
Stakeholder Group for the Study
While collaboration of all stakeholders will contribute to the achievement of the overall
organizational goal of implementing a diversified English Language Arts Curriculum to ensure
equity and access for all students while meeting all Common Core Curriculum Standards
(CCCS) and University of California college admissions requirements, it is important to
understand the needs of St. Mary’s Seminary English Department teaching faculty members as
they work to develop and implement the new curriculum. Therefore, the stakeholders of focus
for this study were the St. Mary’s Seminary English Department teaching faculty.
RECONSTRUCTING THE LITERARY CANON
19
The stakeholders’ goal, supported by the English Department Chairperson, is that 100%
of the St. Mary’s Seminary English Department teachers will implement the new curriculum.
The implementation of the new curriculum will include its publication by the English
Department, the inclusion of texts school-wide that are representative of the student populous,
and in student learning outcomes. Currently this curriculum does not exist. The organizational
goal is that 100% of the St. Mary’s Seminary English Department teaching faculty will
implement this new diversified curriculum in their English Language Arts instruction. The gap
in performance, therefore, is 100%.
Purpose of the Project and Questions
Considering these goals, the purpose of this project was to conduct a needs analysis in the
areas of knowledge and skills, motivation, and organizational resources necessary to reach the
organizational goal. The analysis began by generating a list of possible needs and then moved to
examining these systematically to focus on actual or validated needs. While the complete needs
analysis would focus on all stakeholders, for practical purposes the stakeholder of focus in this
analysis was the St. Mary’s Seminary English Department teaching faculty.
As such, the questions that guided this study were the following:
1. What are the teacher knowledge and motivation related to St. Mary’s Seminary
English Department teachers to achieve 100% implementation of the new diversified
curriculum and employ critical race theory (CRT) pedagogy in their English
Language Arts instruction?
2. What is the interaction between St. Mary’s Women’s Seminary culture and context
and the English Department teachers’ knowledge and motivation?
3. What are the recommended knowledge, motivation, and organizational solutions?
RECONSTRUCTING THE LITERARY CANON
20
Methodological Framework
To conduct the needs analysis, Clark and Estes’ (2008) gap analysis, a systematic,
analytical method was used to help clarify organizational goals and identify the gap between the
actual performance level and the preferred performance level within an organization. Assumed
knowledge, motivation, and organizational needs were generated based on personal knowledge
and related literature. These needs were substantiated through the use of surveys, stakeholder
interviews, literature review, and content analysis. Research-based solutions will be
recommended and evaluated comprehensively.
Definitions
Canon: The list of works considered to be permanently established as being of the highest
quality (“Canon,” 2017).
Common Core Curriculum Standards (CCCS): An educational initiative in the United
States that details what K-12 students should learn in English Language Arts and Mathematics
(CCSSI, 2010).
Critical race theory (CRT): A theory of analysis of race and racism from a legal
perspective that recognizes that racism is engrained in the fabric and system of American
society. This social science theory examines how race, law, and power intersect through a
critical examination of society and culture (Solorzano & Bernal, 2001).
Organization of the Dissertation
This dissertation is organized in five chapters. This chapter provided the reader with the
key concepts and terminology associated with discussions about diversifying curriculum to
provide equity and access to all students. The organization’s mission, goals, and stakeholders, as
well as the initial concepts of gap analysis adapted to needs analysis were introduced. Chapter 2
provides a review of current literature surrounding the scope of the study. Topics of Common
RECONSTRUCTING THE LITERARY CANON
21
Core Curriculum Standards (CCCS), diversity, equity, access, and critical race theory (CRT) as
they relate to English Language Arts standards and the literary canon will be addressed. Chapter
3 details the assumed needs for this study as well as methodology when it comes to the selection
of participants, data collection, and analysis. In Chapter 4, the data and results are assessed and
analyzed. Chapter 5 provides solutions, based on the data and literature, for addressing the needs
and closing the performance gap, as well as recommendations for an implementation and
evaluation plan for the solutions.
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CHAPTER 2
REVIEW OF THE LITERATURE
Introduction
The complex issue of providing all students with an equitable education has challenged
the American educational system since the landmark Supreme Court decision in Brown v. Board
of Education (1954) to desegregate schools. Despite the passage of time and efforts to provide
equity and access for all students, the view of what is “equal” still varies significantly by race
and ethnicity and all students do not receive an equitable education. Dowd and Bensimon (2014)
contend that examining the history of an institution is important because the relationship between
racial discrimination and an institution’s history is essential to providing an opportunity for
enlightening conversations so that people understand what they refer to as the “architecture of
racial discrimination” in schools (p. 152). One part of this infrastructure of racial discrimination
exists in the traditional curriculum employed and sustained throughout American schools. An
example of a system of inequity is the perpetuation of the “literary canon” because it fosters a
non-inclusive curriculum experience for students of diverse backgrounds. The American literary
canon is composed of works that are valued for the aesthetic value and embodiment of the ideals
of American society, comprised mainly of White male authors, excluding in large part non-
whites and women (Al-Shalabi et al., 2011). The sole employment of a white-male dominated
literary canon creates a non-inclusive curriculum experience in the classroom and is denying
non-white and female students of their basic human right to an equal education according to
Article 26 in the United Nations’ Universal Declaration of Human Rights (UDHR, 1948). This
chapter will review the history of inequity in the American school system, the reasons the literary
canon is still the primary literature taught in schools, and the potential impact of teaching a more
diversified curriculum. Following the general research literature, the review turns to the Clark
RECONSTRUCTING THE LITERARY CANON
23
and Estes Gap Analytic Conceptual Framework and, specifically, knowledge, motivation, and
organizational influences on teaching faculty’s ability to implement critical race theory (CRT) in
their teaching practices.
Inequity in the American School System
History of Inequity in American Schools
While inequity has always existed in American schools, an understanding of how the
system was fundamentally designed to advantage some and disadvantage others is a relatively
new phenomenon. According to Nkomo and Al Ariss (2014), the discovery of personal
whiteness is a modern concept that arose during the nineteenth and twentieth centuries, when
during these time periods it became associated with power and privilege. Historically, as the two
forces of colonization and racialization worked together to create an institutionalized system of
oppression, whiteness derived its oppressive power from its “constructed naturalization — the
way we do things around here — consistent with Schein’s (1990) formalization of how
organizational cultures become deeply embedded” (Nkomo & Al Ariss, 2014, p. 397). This
naturalization of “whiteness” is at the core of how American schools became institutionalized
systems of oppression.
When considering the structure of American schools as institutions before integration, the
educational system in place that prioritized the education of Whites over other races was
considered “normal” or “correct.” Case (2012) contends that as members of the dominant racial
group, Whites may not recognize all aspects of White privilege, culture, and power. A lack of
recognition of White privilege, culture, and power can therefore lead to an unconscious
acceptance that the way things are is the “natural” state of things. According to Johnson (2005),
passive oppression is the conscious and unconscious maintenance of attitudes, beliefs, and
behaviors that support the systems of oppression, prejudice, and dominance. Because of the
RECONSTRUCTING THE LITERARY CANON
24
naturalization of “White,” the priority given to White schools and education has largely remained
unquestioned and unaddressed. Yet, through this acceptance and inaction, a system of
institutional oppression is established through a network of structures, policies, and practices that
create advantages and benefits for dominant group members (Johnson, 2005). This system
simultaneously fosters the discrimination, oppression, and disadvantage for people from targeted
subordinate groups (Johnson, 2005), leading to a school system that inherently is established to
support and promote the needs of White students (the dominant group), while overlooking and/or
neglecting the needs of students of color or other inherent differences.
Furthermore, social networks that uphold the “natural order” of the system reinforce the
hierarchy of this infrastructure. According to Stanton-Salazar (1997), these “networks” are often
socially defined so that children and youth internalize, identify with, and conform to the norms,
values, and ideals of American society. Furthermore, Stanton-Salazar (1997) asserts that social
networks provide opportunities for access to resources and opportunities in society; therefore, if
the norm is established that White is “natural” through the practices of society, and should be
given priority because of this, students of color and other differences are conditioned to accept
that the only path to individual promotion and mobility is based on these universally accepted
standards and networks (Singleton & Linton, 2006; Stanton-Salazar, 1997). As Johnson (2006)
contends, systems organized around privilege have the key characteristics of being dominated by
privileged groups, identified with privileged groups, and centered on privileged groups
supporting the idea that the members of the privileged groups are superior to those below them,
therefore are deserving of the privilege. Hence, working class, ethnic students today continue to
struggle to obtain social capital because at the outset a differential value is accorded children
depending on their social class, ethnicity, and gender (Stanton-Salazar, 1997).
RECONSTRUCTING THE LITERARY CANON
25
Desegregation and Schools After Brown v. Board of Education
Upon the 50th anniversary of Brown v. Board of Education, many researchers concluded
that while the landmark case established that the system of institutionalized racism in American
schools was unconstitutional, schools remain inequitable (Blanchett, Mumford, & Beachum,
2005; Engl, Permuth, & Wonder, 2004; Steinberg, 2004). According to Steinberg (2004), Brown
v. Board of Education brought about transformation without real change because, at the time, the
Court did not understand the depth and scope of racism. Civil Rights Activist, attorney, and
legal scholar, Derrick Bell, contends that this lack of understanding is evident in the Court’s
treatment of racism as “a fixable aberration” and its single-minded focus on “separation” and
neglect of “equal” that paradoxically legitimized the racial gap in education, solidifying
transformation without real change (Steinberg, 2004, p. 124). For many scholars, the question
remains as to what Brown really accomplished since the decision did not bring immediate
integration of students of color into the better schools or provide equal education opportunities to
communities of color (Engl et al., 2004). In fact, Blanchett et al. (2005) attest that while
integration reached its climax in the 1980s, fifty years after Brown, many of the promises of the
landmark case have not been fulfilled for students of color living in urban settings, students who
live in poverty, and students with disabilities. Further, the systematic lack of enforcement of
desegregation policies, modification of attendance policies, and rezoning have contributed to the
failure to enforce Brown, and ultimately led to educational policies and practices that have
created a new system of segregation (Blanchett et al., 2005).
The Impact of School Segregation on Performance
Fifty years after Brown v. Board of Education, the demographics of the United States
have shifted, resulting in what many are calling the “resegregation” of schools. Immediately
after Brown v. Board of Education, the movement termed “White flight” to the suburbs, was
RECONSTRUCTING THE LITERARY CANON
26
upheld in the court cases of San Antonio Independent School District v. Rodriguez (1973) which
reinforced unequal school funding, and Milliken v. Bradley (1974) which struck down bussing
strategies that were interdistrict in nature (Blanchett et al., 2005). In 1991, the court case Dowell
v. Oklahoma City allowed school districts to declare schools “unitary” if they had eliminated the
vestiges of dual and unequal systems (Hardy, 2004, p. 25) and return to neighborhood patterns of
schooling. These residential patterns, in turn, have left many people of color concentrated in
large urban or metropolitan areas or communities (Blanchett et al., 2005) and have reinforced
segregation (Hardy, 2004). In addition, for the first time in the history of schools in the United
States, Hispanic students outnumber other minority groups in the classroom (Hardy, 2004).
Furthermore, there is a great pressure to drop out amongst Hispanic and African-American
students. The struggle to overcome economic depression or to learn English is often so great that
students cannot overcome the urge to drop out of high school (Hardy, 2004). The system of
resegregation then essentially generates a group of students who underachieve, drop out, and
become marginally employed or successful (Haberman, 2003). These changing demographics
and the competition for resources influences both local and national policies that impact schools
(Hardy, 2004).
Not only are schools being resegregated, but resource allocation continues to favor White
students. The educational resources associated with higher student achievement include higher
teacher salaries, newer schools, more multipurpose space per pupil, and fewer portable
classrooms (Jimenez-Castellanos, 2010). The researcher further states that because White
students have access to more resources than Latino students, English language learners (ELLs),
and low-income students, there remains a persistent achievement gap amongst these students. In
fact, according to the National Assessment of Educational Progress, one third of students of color
perform below grade level (Jimenez-Castellanos, 2010; NCES, 2003).
RECONSTRUCTING THE LITERARY CANON
27
In order to address the disseminating inequity in schools, there needs to be a shift in
values and how schools approach serving marginalized students. According to Bensimon
(2005), teachers as a consequence of their beliefs, expectations, values, and practices, can create
or perpetuate unequal outcomes for their students. Further, these cognitive frames, or ways by
which an individual understands a situation, become important in understanding how inequality
is manufactured and how it can be reduced. The researcher posits that equity thinking requires
double-loop learning, wherein attention is focused on the root causes of a problem, or what the
underlying norms, values, and principles are that are contributing to a problem. Thus, to create a
school environment that fosters equity and access, schools need to:
(1) disaggregate data on student outcomes by race/ethnicity and gender so as to self-
assess progress towards equity, (2) identify equity in educational outcomes as an essential
indicator of institutional performance and quality, and (3) assume responsibility for the
elimination of unequal results. (Bensimon, 2005, p. 105).
The Literary Canon
The History of the Literary Canon
At the heart of this system of inequity is the predominantly “White” centered curriculum
that continues to be taught in our schools, including the “literary canon.” According to Al-
Shalabi et al. (2011), the American literary canon is composed of works that are valued for the
aesthetic value and embodiment of the ideals of American society, comprised mainly of White
male authors, excluding in large part non-whites and women. The literary canon continues to be
taught in schools because advocates argue that it provides a common intellectual experience and
shapes the American value and identity system (Al-Shalabi et al., 2011). Supporters of the canon
assert that the canon provides a common intellectual experience as well as “cultural capital”
since it is the core curriculum taught not only in K-12 schools, but in colleges and universities
RECONSTRUCTING THE LITERARY CANON
28
(Al-Shalabi et al., 2011). Advocates further predicate that the literary canon is essential to
shaping America’s beliefs and values while laying the foundation for understanding the
country’s heritage; Singleton (1996) claims that a loose canon will “result in anarchy, pure and
simple” (Al-Shalabi et al., 2011, p. 2). According to Jenkyns (2007), the American literary
canon establishes a cultural inheritance of common vocabulary and references that are threatened
by multiculturalism and technology, particularly the internet.
While literature enthusiasts would like to believe that the authors of the American literary
canon were rebellious radicals who championed American ideals of independence and
democracy, they in reality reaffirmed middle-class American culture rather than undermining it.
Tanner (2010) asserts that writers implemented “America” as a metaphor for human possibility
by redefining radicalism as an affirmation of American cultural values. Thus, American
literature is inherently complicit to the society it thinks it is opposing (Tanner, 2010). The
American literary canon is composed of men who sought to be adversarial and critical of the
society, but in doing so were essentially being the most “American” (Tanner, 2010). The goal
was to promote a national identity of being a rebel on the world literary stage, to establish an
“American” voice that was respected in the way British authors were respected (Tanner, 2010).
Yet, the writers represented only one facet of that “American” voice, White men (Al-Shalabi et
al., 2011; Tanner, 2010).
The debate over this “American” voice, which is comprised of White men, however, is
not new and remains unresolved. In the 1991, Professor of Literature, Paul Lauter, published
Canons and Contexts, which summarized his professional struggle to revise the American
literary canon over two decades. Lauter (1991) documents how a professional group that was
dominated by predominantly White men generated the canon of White men. There has been an
ongoing effort to revise the canon due in large part to Lauter’s work (Bérubé, 2008). This effort
RECONSTRUCTING THE LITERARY CANON
29
has included an endeavor to not only change the past, but to combat intellectual conservatism in
the present (Bérubé, 2008). Likewise, as the demographics of the professoriate have changed, so
has the canon (Bérubé, 2008). Yet, the impact of these changes on society and the profession
remains unclear as the literary canon remains relatively unaltered and intact in the current K-12
classroom.
The Literary Canon in the K-12 Classroom
In spite of these efforts to revise the literary canon amidst the rising demographic of
students of color, the curriculum in the K-12 classroom remains predominantly “White.”
According to Al-Shalabi et al. (2011), if anthologies of American literature fail to include ethnic
literature, it becomes the responsibility of instructors to incorporate this literature into their
courses to broaden the students’ views of American cultures and encourage acceptance by
demystifying the unfamiliar. But, if the incorporation of these texts is left to individual teachers,
the system of oppression that Johnson (2005) describes remains imperforated because individual
teachers bring their own sense of what is “normal” and “natural” into the making of these
decisions. The system remains in place because, again, as Bensimon (2005) asserts, teachers as a
consequence of their beliefs, expectations, values, and practices, can create or perpetuate unequal
outcomes for their students through their cognitive frames. If teachers view and accept White,
male literature as the “natural” standard of excellence, then the literature of people of color and
other inherent difference becomes categorized in the system as either of inferior quality,
irrelevant, or invisible (Johnson, 2005) for the sake of cultural inheritance of a common
vocabulary and references (Jenkyns, 2007).
The approach traditionally embraced in American curriculum design to address such
failures of curriculum has been one of multiculturalism that merely fosters an “appreciation” or
“tolerance” of multiplicity. According to Hartmann and Gerteis (2005), the challenge of
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30
multiculturalism is that there is a lack of consensus among academics about its definition, and in
both scholarly and popular discourse it is commonly perceived as negative due to its call for
assimilation or “Americanizing” immigrants and people of color. Assimilation, aesthetically
named “melting pot,” has remained the dominant strategy in American schools, with a ruling
White Protestant elite setting curriculum, standards, and assessments for each succeeding
generation, imprinting students with White middle-class values (Ferguson, 2001). The
multiculturalism approach may help promote student awareness of cultural differences but leaves
the question of “White dominance” untouched and unquestioned (Wei, 2013). In fact, according
to Rogers and Mosley (2006), the social stratification of literacy education in the U.S. social
conscience and through the policies and practices of schools has been framed as a “right” for
White children and “privilege” for children of color through these practices.
Culturally Responsive Teaching
Culture and Identity
Moving beyond the traditional approach of multiculturalism which is founded in
principles of “tolerance” and “appreciation,” is the employment of culturally responsive
pedagogy that acknowledges and embraces students’ cultures and complex identities. According
to Singleton and Linton (2006), there are three cornerstone components to an individual’s
identity that confuse the definition of race in the United States: citizenship, culture, and color.
The researchers posit that an individual’s citizenship is determined by birth or naturalization,
culture is conceived by how people live on a daily basis in terms of language, food, religion,
ancestry, dress, traditions, music, values, recreation, social and political affiliations, etc., and
color denotes race. Furthermore, the word “American” is indicative of the entirely distinct factor
of ethnicity, which because of the diverse populace in the United States, reflects varied cultural
and racial experiences (Singleton & Linton, 2006). Hence, an individual’s identity is a
RECONSTRUCTING THE LITERARY CANON
31
multifaceted combination of national, ethnic, cultural, and racial components (Singleton &
Linton, 2006).
Recognizing Culture in the Context of the Classroom
In order to address the persistent marginalization of students of color and diverse
backgrounds, systemic reform in how teachers recognize, honor, and incorporate personal
abilities of students into their teaching strategies is essential (Gay, 2018). While cultural and
ethnic diversity is reflected in the K-12 school, and schools continue to become more diverse, the
impact of culture on students’ development is seldom taken into consideration (Aguado,
Ballesteros, & Malik, 2003). In fact, certain educational practices “maintain, stress, and
legitimize social inequalities for some students by not recognizing and valuing their cultural
differences” (Aguado et al., 2003, p. 50). The emphasis on assimilation legitimizes the dominant
group culture, while creating barriers for those in the nondominant group (Aguado et al., 2003;
Ferguson, 2001; Gay, 2018; Johnson, 2005; Ogbu, 1988; Singleton & Linton, 2006).
Furthermore, failing to recognize a student’s culture and identity perpetuates the systemic
marginalization of diverse students (Aguado et al., 2003; Gay, 2018; Singleton & Linton, 2006).
Due to the increasingly ethnically, racially, and economically diverse American
classroom, culturally responsive teaching is mandatory in order to recognize the humanity and
rights of every student (Gay, 2018). Research shows that teacher behavior may depend on
preconceived expectations of a stigmatized group’s abilities, which can, in turn, lead to anxiety
and underachievement in the marginalized population (McKown & Weinstein, 2002). Shapiro
and Williams (2012) and other researchers before them (Shapiro & Neuberg, 2007; Steele,
Spencer, & Aronson, 2002) define this as stereotype threat, which is the concern or anxiety that
one’s performance or actions can be seen through the lens of a negative stereotype. According to
Singleton and Linton (2006), stereotype threat can trigger acceleration or remediation in student
RECONSTRUCTING THE LITERARY CANON
32
performance, and over time determine student levels of engagement and success. In order to
move beyond the conditions of stereotype threat and the persistent emphasis on assimilation, it is
necessary for teachers to understand that:
(1) test scores, grade point averages, course enrollments, and other indicators of student
achievement are the symptoms, not causes, of problems; (2) academic achievement is not
the only significant indicator of school success and/or failure; and (3) while school failure
is an experience of too many ethnically diverse students, it is not the identity of any.
(Gay, 2018, p. xxvii)
One significant component of embracing culturally responsive pedagogy that
acknowledges the complex identities of students is incorporating story making and storytelling
into the teaching practice. Because stories are powerful means of recognizing the complex
humanity of students while building bridges across factors that might be separating such as race,
culture, gender, and social class, they have the potential to penetrate barriers to understanding
and cultivate empathy (Gay, 2018). Furthermore, the researcher claims that stories can also
make the abstract more concrete, diverse facts more comprehensible, and arouse student interest
in a way that is engrossing and accessible. Progress has been made in eliminating blatant ethnic
stereotypes, racist depictions, and culturally diverse exclusions from textbooks. Yet, little
attention has been given to different groups of color interacting with one another and their own
ethnic groups, racism and other forms of oppression, and to experiences and conflicts that differ
from the mainstream norm (Gay, 2018). Diverse literary texts allow students to visualize and
develop positive racial identities, interracial relationships, and develop a cognitive understanding
of racial injustices (Wanless & Crawford, 2016), and can help students cross “cultural borders”
(Gay, 2018, p. 161). Hence, employing culturally responsive pedagogy has the potential to
disrupt the system of oppression as described by Johnson (2005), the stratified literacy education
RECONSTRUCTING THE LITERARY CANON
33
identified by Rogers and Mosley (2006), and pave the way for deeper systemic change of
employing critical race theory pedagogy.
Critical Race Theory
Race as a Social Construct
Critical race theory (CRT) offers an alternative to multiculturalism that creates a
curriculum of inclusion and equity for all. According to Ortiz and Jani (2010), CRT is based on
the assumption that race is a social construct permeating all aspects of social life that threads a
race-based ideology throughout society. Instead of promoting a system that perpetuates the
literary canon while providing opportunities to “appreciate” and “tolerate” multiplicity, Ortiz and
Jani (2010) state that there is a need to “address a broad social context that includes
institutional/structural arrangements, recognize the intersection of multiple identities, and
integrate an explicit social justice orientation” to create a system of inclusiveness (pp. 175–176).
CRT recognizes how racism has played a role in how schools are structured and in educational
practices (i.e., curriculum, tracking, teacher expectations, standardized and intelligence testing,
etc.), challenges dominant ideology, makes a commitment to social justice, recognizes the value
of experiential knowledge, and analyzes race and racism from an interdisciplinary perspective by
placing them both in historical and contemporary perspective (Solorzano & Yosso, 2001).
Furthermore, from a critical race theory perspective, literacy represents a form of property,
which Ladson-Billings (2003) asserts was traditionally owned and used by Whites in the society.
Addressing Race in the Context of the Classroom
CRT offers an approach to address the cultural and institutional oppression that currently
exists in perpetuating the American literary canon. According to Rogers and Mosley (2006),
there is a need for racial literacy in literacy education because it offers a dynamic approach to
understanding the systems of racism at play. Racial literacy defines racism as a structural
RECONSTRUCTING THE LITERARY CANON
34
problem rather than an individual one, locates debates about public process, and can be used to
guide problem solving (Rogers & Mosley, 2006). Further, the researchers posit that CRT
recognizes racism as an enduring part of life in the U.S. and works toward a goal of eliminating
racial oppression as a part of the broader goal of eliminating all forms of oppression. The CRT
practices that Solorzano and Yosso (2001) predicate should be used to engage students are the
following: (1) Define, analyze, and give examples of the concepts of race, racism, and racial
stereotypes; (2) Identify racial stereotypes in film, television, and print forms of media that are
used to justify attitudes and behavior toward students of color; (3) Identify racial stereotypes in
professional settings, show their relationship to media stereotypes, and then examine how both
are used to justify the unequal treatment of students of color; (4) Find examples within and about
communities of color that challenge and transform racial stereotypes. The employment of these
practices could disrupt the system of oppression that Johnson (2005) describes by calling
attention to it and its injustice while simultaneously employing a pedagogy of racial literacy
through literacy education that moves society forward as Rogers and Mosley (2006) suggest.
Making a commitment to social justice. CRT is grounded in principles of social justice
that offer a transformative approach to combatting and dismantling institutionalized systems of
oppression. Ortiz and Jani (2010) contend that CRT is an ideological approach rooted in law that
is clearly committed to changing social institutions by uncovering the mechanisms in society that
actually disadvantage people. Because CRT practices give a voice to the marginalized by
placing it in social context, it honors the pain of oppression while simultaneously making the
experience of the oppressed a part of a larger social justice agenda on a practical level (Ortiz &
Jani, 2010). Yet, CRT principles in the law have yet to be used to their full potential in
education (Rogers & Mosley, 2006) and the question remains as to how to advance and
acknowledge the voice of marginalized students.
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35
Advancing and acknowledging the voice of marginalized students. CRT provides a
foundation for going beyond understanding the experiences of the marginalized, but also
provides a foundation for advancing and acknowledging their voice. CRT provides a foundation
for identifying and advancing the story of those deemed as “other” within society (Ortiz & Jani,
2010). There is a need to understand the experiences of the marginalized within a human context
that honors that experience as opposed to identifying them as an “other” outside the naturalized
dominant culture (Ortiz & Jani, 2010). In addition, CRT provides an opportunity for
understanding Whiteness as a social construct so that systems of White privilege can be
identified, particularly as it pertains to literacy (Rogers & Mosley, 2006). Students who never
have to wonder if their stories will be told or if they can see themselves in the books they study
in class using the current literary canon are privileged by Whiteness (Rogers & Mosley, 2006).
Therefore, CRT provides a lens for students and teachers in conceiving Whiteness, not as
inherently good or inherently bad, but as a social construct (Rogers & Mosley, 2006).
Furthermore, Liggett (2014) states that CRT can assist in the theorizing of the connection
between language and race because it allows the English teacher to explore linguicism as an
ordinary and permanent fixture of society. CRT allows educators to place the language
instruction in historical context recognizing how it is actualized in current curricula and teaching
practices (Liggett, 2014). Moreover, CRT can employ the use of narrative and storytelling in
order to convey experiences of oppression and validate the experiences of the marginalized
(Liggett, 2014).
Recognizing the complex identities of students. An essential part of CRT is providing
context for the construct of race in a person’s identity without denying the other components that
make up a person. CRT recognizes that race is central issue in subordinating people in society,
but it is not sufficient enough to convey the whole of a person’s experiences (Ortiz & Jani,
RECONSTRUCTING THE LITERARY CANON
36
2010). Ortiz and Jani (2010) wrote that “Intersectionality recognizes that gender, religion,
ethnicity, sexual orientation, social class, educational achievements, resident status, and other
subordinating variable contribute substantially to social life and shape identity, behavior,
opportunities, and access to resources within and between societies” (p. 187). Freire (1993)
contends that education is an exercise in domination that is meant to indoctrinate students to
adapt to a world based on a system of oppression. In order to break through this system,
education must liberate people through the act of humanization (Freire, 1993). Humanization
involves the intentional cognitive acknowledgement of men and women as conscious and
complex beings within the world (Freire, 1993). Hence, CRT provides a pedagogical
opportunity wherein students can understand the complexities of identity and language, and
construct meaning about their social worlds through their own voices (Liggett, 2014; Ortiz &
Jani, 2010; Rogers & Mosley, 2006).
Implementing Practices Founded in Critical Race Theory
Implementing practice of CRT has the potential to alter the educational system in a
transformative way. CRT in education has at least five elements that form its basic model:
“(1) the centrality of race and racism and their intersectionality with other forms of
subordination; (2) the challenge to dominant ideology; (3) the commitment to social justice; (4)
the centrality of experiential knowledge; and (5) a transdisciplinary perspective” (Smith-Maddox
& Solorzano, 2002, p. 68). Smith-Maddox and Solorzano (2002) assert that combining the
methodology of CRT in conjunction with Freire’s problem-posing methodology has the potential
to transform the system. Freire’s approach involves having students (1) identify and name the
social problem, (2) analyze the cause of the social problem, and (3) find solutions to the social
problem (Smith-Maddox & Solorzano, 2002). Freire (1993) posits that authentic education and
learning considers man not as “abstract,” but as people within their relations to the world.
RECONSTRUCTING THE LITERARY CANON
37
Further, students who are increasingly posed with problems relating to themselves in the world
and with the world will feel increasingly challenged and obliged to respond to that challenge.
To bring this type of learning to the classroom, teachers must be trained in CRT.
According to Solorzano and Yosso (2001), CRT in teacher education provides a framework for
challenging genetic and cultural deficit theories and empower educators and students to
challenge the systems of oppression that currently exist. CRT in teacher education asks how
educational structures function to maintain racism, sexism, and classism (Solorzano & Yosso,
2001). CRT in teacher education also asks how educational discourses function to maintain
racism, sexism, and classism (Solorzano & Yosso, 2001). Hence, teachers who are trained in
CRT have the potential to disrupt and transform literacy education and systems of oppression
currently built into the U.S. educational system (Johnson, 2005; Liggett, 2014; Ortiz & Jani,
2010; Rogers & Mosley, 2006; Smith-Maddox & Solorzano, 2002; Solorzano & Yosso, 2001).
The Clark and Estes Gap Analytic Conceptual Framework
The Clark and Estes (2008) gap analytic framework is a process that systematically
analyzes organizational and stakeholder goals in order to identify performance gaps in meeting
those goals. Once the performance gap has been identified, this framework examines how
stakeholder knowledge, motivation, and organizational influences contribute to that gap (Clark &
Estes, 2008). In this framework, the knowledge influences are categorized into the four types of
knowledge defined by Krathwohl (2002) including factual, conceptual, procedural, and
metacognitive. These knowledge influencers are used to evaluate whether or not stakeholders
have the knowledge necessary to achieve the performance goal. The motivational influences
include the active choice to perform a task, persistence in completing a task, and the mental
effort exerted when doing a task (Clark & Estes, 2008; Mayer, 2011; Pintrich, 2003; Rueda,
2011). Motivational principles that are considered when analyzing the performance gap include
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38
expectancy value theory, self-efficacy theory, attribution theory, and goal-orientation theory
(Bandura, 1997; Eccles, 2006; Rueda, 2011). Lastly, the organizational influences considered in
the Clark and Estes (2008) framework include work processes, material resources, value chains
and value streams, and organizational culture.
The knowledge, motivation, and organizational influences from the Clark and Estes
(2008) gap analysis will be employed to identify gaps that may impair the English Department
teaching faculty from meeting their performance goal of implementing the new English
curriculum employing CRT pedagogy by August 2020. The first section will consider the
assumed knowledge influences on the stakeholder goal. The next section will explore the
motivation influences on achieving the stakeholder goal. The last section will probe the
organizational influences on achieving the stakeholder goal. Each of the discussed knowledge,
motivation, and organizational influences on stakeholder performance will be examined through
the methodological approach and methodology defined in Chapter 3.
Stakeholder Knowledge, Motivational, and Organizational Influences
It is important to examine the role of learning and motivation in order to understand how
knowledge and motivation impact the ability of an organization to achieve its goals. As a part of
this study, there has been an examination of learning, training, and motivation and how they
affect organizational performance. There has also been a study of how to enhance learning and
performance within organizations through the use of research-based principles and strategies
(Muraszewski, 2017). This section of the study will review relevant knowledge and motivation
literature and explain how these principles affect the achievement of my identified stakeholder
goal.
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39
Knowledge and Skills
When considering how to solve problems within organizations, research indicates that in
order for organizations to be successful in an increasingly global economy, they must invest in
and leverage the knowledge, skills, and motivation of their employees (Aguinis & Kraiger, 2009;
Clark & Estes, 2008; Rueda, 2011). Knowledge is a critical component to solving problems
because the conditions of the workplace are continually evolving. Therefore, the most valuable
workers to an organization are those who can adapt to these changes and solve problems that
arise (Clark & Estes, 2008). In order to address changes and problems in an organization, it is
necessary to assess exactly what knowledge and skills employees have as a part of the process of
establishing effective organizational and stakeholder goals (Clark & Estes, 2008; Rueda, 2011).
Research also indicates that effective performance improvement is reliant on having clearly
identified and understood goals and an analysis of the cause of performance gaps (Bandura,
1997; Clark & Estes, 2008). Thus, identifying the knowledge necessary to meet goal
expectations and insuring that employees have the ability to transfer that knowledge to fulfill
goals and address new situations or problems becomes a critical investment in the organization’s
success (Aguinis & Kraiger, 2009; Clark & Estes, 2008; Rueda, 2011).
Knowledge influences. The stakeholders’ goal, supported by the English Department
Chairperson, is that by August 2020, 100% of the St. Mary’s Seminary English Department
teaching faculty will implement a new English curriculum and employ CRT pedagogy.
According to research, there are four distinct knowledge types that should be considered when
working towards this goal: factual knowledge, conceptual knowledge, procedural knowledge,
and metacognitive knowledge (Krathwohl, 2002; Rueda, 2011). First, factual knowledge is a
type of declarative knowledge that includes facts, definitions, and other specific content elements
that individuals must know in order to be acquainted with a discipline or solve problems in that
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40
discipline. It is foundational knowledge (Krathwohl, 2002; Rueda, 2011). An example of
factual knowledge that is necessary for the organization’s success is employees knowing its
mission and organizational goals.
Second, conceptual knowledge is the interrelationships among the basic elements within
a larger structure that enable them to function together (Krathwohl, 2002; Rueda, 2011). It is a
system of complex, organized bodies of knowledge including knowledge of classifications and
categories, principles and generalizations, theories, models, and structures (Krathwohl, 2002;
Rueda, 2011). An example of conceptual knowledge essential to an institution’s success is
knowledge of the different groups of stakeholders in an organization, the different needs of those
stakeholders, and how they interact. Third, procedural knowledge is the knowledge of how to do
something or the specific steps of performing a task (Krathwohl, 2002; Rueda, 2011). It can also
refer to methods of inquiry, specific or finite skills, algorithms, techniques, and methodologies
required to complete a task (Krathwohl, 2002; Rueda, 2011). An example of procedural
knowledge that would be necessary to an organization’s success would be employees knowing
exactly how to perform the tasks involved in their jobs.
Finally, metacognitive knowledge is an awareness of and knowledge of one’s own
cognition and cognitive processes (Krathwohl, 2002; Rueda, 2011). It is a knowledge of self that
involves the individual’s ability to evaluate his/her strengths and challenges. This type of
knowledge allows individuals to know when and why to do something and is a key aspect of
strategic behavior in solving problems (Krathwohl, 2002; Rueda, 2011). An example of
metacognitive knowledge that would be key to an organization’s success would be employees
being able to plan and readjust how they approach a task in order to meet the demands of the job.
When considering the stakeholder goal as supported by the English Department Chairperson, is
that by August 2020, 100% of the St. Mary’s Seminary English Department teaching faculty will
RECONSTRUCTING THE LITERARY CANON
41
implement a new English curriculum and employ CRT pedagogy, there are three distinct types of
knowledge necessary for achieving that objective that will be identified and explained in the
following sections.
Knowledge of shifting demographics. In the context of the stakeholder goal, it is critical
that the key stakeholder group, the English Department teaching faculty, have factual knowledge
and understanding of the shifting demographics in U.S. classrooms. The demographic
composition of the classroom is rapidly changing in the United States. According to the National
Center for Education Statistics (2017), enrollment statistics in American K-12 schools from the
fall of 2003 to the fall of 2013 show a decrease in White enrollment from 59% to 50%. During
this same period Hispanic student enrollment increased from 19% to 25%. Furthermore, White
student enrollment is projected to continue decreasing and is expected to account for 46% of
enrollment by the year 2025. This is factual knowledge because they are facts that are necessary
for teachers to learn in order to understand the changing composition of their classrooms.
According to research, in order for learners to be successful, it is important to ensure that
they have the prior knowledge they need to master new ideas (Deans for Impact, 2015). Further,
cognitive load theory (CLT) posits that human cognitive architecture should be a significant
consideration when designing instruction for all learners (Kirschner, Kirschner, & Paas, 2006).
Because these statistics indicate a highly diverse population in the classroom that is not reflected
in the current curriculum standards, teachers need to know how the composition of their
classroom is likely to change so that they may build on their current knowledge of teaching while
learning how to teach to meet the needs of these diverse populations.
According to CLT, meaningful and deep learning happens when learners assimilate new
information to existing schemas (Kirschner et al., 2006; Mayer, 2011). Knowledge of the
shifting demographics will not only provide a basis for understanding new teaching methods that
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42
may be necessary for student success, but a foundation for deep and meaningful learning that
will transfer into the teachers’ practice in the classroom. This knowledge will also be
foundational in establishing value (a motivational influence to be discussed later) for the goal.
Knowledge of how curriculum standards apply to different content areas. It is also
essential that the stakeholder group, the English Department teaching faculty, have conceptual
knowledge of how the Common Core Curriculum Standards (CCCS) in English Language Arts
(ELA) apply to their subject areas. The CCCS, implemented by 42 states to date (CCSSI, 2017),
require that in addition to content coverage, students systematically acquire knowledge in
literature and other disciplines through reading, writing, speaking, and listening (CCSSI, 2010).
Because the standards are relatively new and many teachers may not know which ELA skills are
required in their particular grade levels or content areas, this is conceptual knowledge that is
necessary for teachers to learn in order for the stakeholder goal and the overall organizational
goal to be achieved. The standards clearly state that they are guidelines for English Language
Arts (ELA) as well as for literacy in history/social studies, science, and technical subjects.
Because students must learn to read, write, speak, listen, and use language effectively in a variety
of content areas, the standards promote the literacy skills and concepts required for college and
career readiness in multiple disciplines (CCSSI, 2010). These standards can be considered
conceptual knowledge because it involves a system of complex, organized bodies of knowledge
(Krathwohl, 2002; Rueda, 2011). It is essential, therefore, that teachers learn about how these
standards apply to their grade levels and content areas. Like the factual knowledge of the
changing demographics, according to CLT, this conceptual knowledge is also an important step
in building on preexisting schema to facilitate meaningful learning and promote the transfer of
these principles to their practice (Kirschner et al., 2006; Mayer, 2011). Teaching this concept
knowledge specifically and purposefully will allow the teachers to meaningfully organize and
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connect the new understanding of CCCS to prior knowledge of the standards in their specific
content areas to construct meaning (Schraw & McCrudden, 2006).
Knowledge of how to incorporate critical race theory into teaching practices. Finally,
in order to achieve the defined stakeholder goal and broader organizational global goal, teachers
need procedural knowledge of how to incorporate CRT practices in their classrooms. CRT
recognizes the role racism has played in how schools are structured and in educational practices
(i.e., curriculum, tracking, teacher expectations, standardized and intelligence testing, etc.); CRT
also challenges dominant ideology, makes a commitment to social justice, recognizes the value
of experiential knowledge, and analyzes race and racism from an interdisciplinary perspective by
placing them both in historical and contemporary perspective (Solorzano & Yosso, 2001). In
order to achieve the organizational global goal of implementing a new and diversified English
curriculum that contains literature representing the school population, including Hispanic,
African American, Asian American, Asian/Pacific Islander, and American Indian/Alaskan
Natives, and women, teachers need to have the procedural knowledge of how to change their
educational practices to be more inclusive. CRT provides direct processes that can be applied to
practice, thus it is procedural knowledge. Solorzano and Yosso (2001) contend that engaging
students in four primary ways in the curriculum will help teachers and students better understand
and challenge race, racism, and racial stereotypes in the classroom. The four practices include
the following: (1) Define, analyze, and give examples of the concepts of race, racism, and racial
stereotypes; (2) Identify racial stereotypes in film, television, and print forms of media that are
used to justify attitudes and behavior toward students of color; (3) Identify racial stereotypes in
professional settings, show their relationship to media stereotypes, and then examine how both
are used to justify the unequal treatment of students of color; (4) Find examples within and about
communities of color that challenge and transform racial stereotypes (Solorzano & Yosso, 2001).
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Thus, training teachers in the procedural knowledge of CRT provides them with a model for
better practice that will help them achieve both the stakeholder goal and organizational global
goal. According to social cognitive theory, providing a model for improved practice will
increase learning, performance, and self-efficacy (Denler, Wolters, & Benzon, 2006) and allow
time in the future for them to organize and rehearse what they learned, and eventually practice it
(Mayer, 2011). Hence, it is critical that the teachers have this procedural knowledge to fulfill the
stakeholder and organizational global goals.
Table 2 identifies the organizational mission, organizational global goal, stakeholder
goal, knowledge influence, knowledge types, and the knowledge influence assessments to be
used. As Table 1 indicates, there will be two declarative knowledge influences and one
procedural knowledge influence used to conduct the teacher knowledge gap analysis at St.
Mary’s Women’s Seminary.
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Table 2
Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis
Organizational Mission
Founded and rooted in the Gospel values of the Catholic church and the charism of the
Sisters of St. Mary, the mission of St. Mary’s Women’s Seminary is to empower young
women in an innovative learning environment that honors the individual while fostering
community, and develops faith-filled leaders dedicated to loving God and all peoples
without distinction.
Organizational Performance Goal
By August 2020, St. Mary’s Women’s Seminary will implement a new and diversified
English curriculum that contains literature representing the school population, including
Hispanic, African American, Asian American, Asian/Pacific Islander, and American
Indian/Alaskan Natives, and women.
Knowledge Influence
Knowledge Type (i.e.,
declarative (factual or
conceptual), procedural,
or metacognitive) Knowledge Influence Assessment
Teachers need knowledge
of the shifting
demographics in U.S.
classrooms.
Declarative (Factual) - Survey including multiple choice
questions about the statistics of
U.S. classrooms
- Survey Item:
“Which ethnic group will be the
largest demographic group in U.S.
classrooms by 2025?”
Teachers need knowledge
of how the Common Core
Curriculum Standards
(CCCS) for English
Language Arts (ELA)
apply to their subject
areas.
Declarative (Conceptual) - Survey
- Interview/Meeting
- Interview Item:
“What are some ways you integrate
English Language Arts skills in
your subject area?”
Teachers need knowledge
of how to incorporate
critical race theory (CRT)
practices in their
classrooms.
Procedural - Interview/Meeting
- Interview Item:
“What are some ways you could
see yourself integrating CRT
practices in your subject area?”
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Motivation
As stated previously, research indicates that in order for organizations to be successful in
an increasingly global economy, they must invest in and leverage the knowledge, skills, and
motivation of their employees (Aguinis & Kraiger, 2009; Clark & Estes, 2008; Rueda, 2011).
While knowledge is a critical component to any organization’s success, people within that
organization must be motivated to apply that knowledge and learn if it is to be used for the
benefit of the institution. Mayer defines motivation as “an internal state that initiates and
maintains goal directed behavior” (Mayer, 2011, p. 39). Research indicates that motivation is
indicated by active choice to perform a task, persistence in completing a task, and the mental
effort exerted when doing a task (Clark & Estes, 2008; Mayer, 2011; Pintrich, 2003; Rueda,
2011). Furthermore, research also contends that choice, persistence, and mental effort are
necessary components in high-level employee performance and their commitment to fulfilling
organizational goals (Aguinis & Kraiger, 2009; Bandura, 2000; Clark & Estes, 2008; Grossman
& Salas, 2011; Pintrich, 2003; Rueda, 2011). Thus, increased motivation combined with
effective knowledge and skills will result in goal achievement (Clark & Estes, 2008). Identifying
the motivational influences is then necessary to meet goal expectations (Aguinis & Kraiger,
2009; Clark & Estes, 2008; Rueda, 2011).
Because of its impact on learning and performance, there has been quite a bit of research
dedicated to motivation. This research has produced several motivational theories including
expectancy value theory, self-efficacy theory, attribution theory, and goal-orientation theory and
has led to other areas of research centered on interest, emotions, and affect. When considering
the stakeholders’ goal, supported by the English Department Chairperson, is that by August
2020, 100% of the St. Mary’s Seminary English Department teaching faculty will implement a
RECONSTRUCTING THE LITERARY CANON
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new English curriculum and employ CRT pedagogy, the constructs of expectancy value theory,
specifically attainment value and cost value, will be considered.
Expectancy value theory. In expectancy value theory, individuals are motivated to
choose, persist, and expend effort on a task when they expect or believe they can do the task and
when they find value in the task (Eccles, 2006). The two key questions considered by this theory
are: (1) Can I do the task? and (2) Do I want to do the task? (Eccles, 2006). The first question
establishes an individual’s expectancy for success and is therefore a strong predictor of
persistence, mental effort, and performance once the choice has been made to engage in the task.
The second question indicates whether or not an individual sees value in performing the task and
is therefore a strong predictor of active choice (Eccles, 2006).
In expectancy value theory there are four constructs of value including attainment value,
intrinsic value, utility value, and cost value (Eccles, 2006). Attainment value is the importance
an individual attaches to doing well on a given task. It serves as a link between a task and an
individual’s own identity or preferences (Eccles, 2006; Rueda, 2011). Intrinsic value refers to
how much an individual enjoys doing a task or the intrinsic interest he/she has in doing the
activity (Eccles, 2006; Rueda, 2011). Utility value is how useful an individual feels the task fits
is for achieving a goal or fulfilling basic psychological needs (Eccles, 2006; Rueda, 2011).
Finally, cost value is the perceived cost of engaging in an activity including the effort required,
emotional investment, anxiety from fear or failure, loss of time or energy, and social
consequences (Eccles, 2006; Rueda, 2011).
Teachers’ attainment value. Because an individual’s engagement with a task is
influenced by whether he/she sees that task as valuable to him/her personally (Eccles, 2006), it is
essential that the stakeholder group, the English Department teaching faculty, view the learning
required to achieve the stakeholder goal as important to them personally. Research has found
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that while there are a myriad of reasons that teachers resist change in schools and social policy,
many teachers’ resistance could be attributed to their social position, “a complex interaction of
beliefs related to their social status and position as teachers” (Hynds, 2010, p. 379). It has also
been found that teachers’ commitment to change is driven by personal identification with the
goals, values, and norms of a school organization on a moral basis (Leithwood, Menzies, &
Jantzi, 1994). Thus, the indication is that teachers place a high attainment value on knowledge to
be used for implementing change and that there is a significant need for teachers to see value in
the task personally if they are to be motivated in engaging in it (Hynds, 2010; Leithwood et al.,
1994). In the case of the stakeholder goal, some teachers may not think that learning about the
new English curriculum and being trained in critical race theory is necessary for their grade level
or content area. Hence, it will be critical to assess and address their attainment value for the task.
Teachers’ cost value. Teaching is a profession that is wrought with a complex system of
demands. While many people believe they understand the demands of teaching because they
went to school, few truly understand the number of people to whom teachers are accountable in
their jobs. In fact, “few former teachers, having moved to consulting, administrative, or
leadership roles, ever voluntarily return to full-time classroom responsibilities, at least partly
because of those persistent demands” (Leithwood et al., 1994, p. 39). Because teachers may
believe that there are significant demands on their time from many different people already,
some may believe this training is a waste of their time if it does not seem relevant to their
primary content area. The cost of investing in training that could be perceived as irrelevant
could serve as a severe motivational barrier. Teachers’ pragmatic beliefs about the demands of
their job will influence their commitment to tasks (Leithwood et al., 1994), thus, if they view the
time commitment of completing the learning necessary to achieve the stakeholder goal as a
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burden, they will likely have low motivation. Hence, it will be critical to assess and address their
cost value for the task.
Table 3 identifies the organizational mission, organizational global goal, stakeholder
goal, assumed motivational influences, and the motivational influence assessments to be used.
As Table 3 indicates, the focus will be on expectancy value theory, specifically attainment value
and cost value, to conduct the teacher motivation gap analysis at St. Mary’s Women’s Seminary.
Table 3
Motivational Influences and Assessments for Motivation Gap Analysis
Organizational Mission
Founded and rooted in the Gospel values of the Catholic church and the charism of the Sisters of St.
Mary, the mission of St. Mary’s Women’s Seminary is to empower young women in an innovative
learning environment that honors the individual while fostering community, and develops faith-filled
leaders dedicated to loving God and all peoples without distinction.
Organizational Performance Goal
By August 2020, St. Mary’s Women’s Seminary will implement a new and diversified English
curriculum that contains literature representing the school population, including Hispanic, African
American, Asian American, Asian/Pacific Islander, and American Indian/Alaskan Natives, and
women.
Assumed Motivation Influences Motivational Influence Assessment
Attainment Value — Some teachers
may not think that implementing a
new English Curriculum and being
trained in critical race theory is
necessary.
Written survey item using Likert Scale: “Training in critical
race theory (CRT) is relevant to my teaching practice at St.
Mary’s Women’s Seminary.” (not important at all – very
important)
Cost Value — Some teachers may
believe this training is a waste of their
time.
Written survey item using Likert Scale: “It is important for
me to be trained in critical race theory (CRT) to support
English language development in my subject area.” (not
important at all – very important)
Interview Item: “What are some ways you could see
yourself integrating critical race theory (CRT) in your
subject area?”
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This portion of the study has been a review of relevant knowledge and motivation
literature in relation to my dissertation and explanation of how these principles affect the
achievement of the identified stakeholder goal. Because research shows that learning and
motivation impacts the ability of an organization to achieve its goals (Aguinis & Kraiger, 2009;
Clark & Estes, 2008; Rueda, 2011), it is critical to study and reflect on the knowledge and
motivational influences that could help or hinder the achievement of the stakeholder goal. It is
an essential step so that St. Mary’s Women’s Seminary can invest in and best leverage the
knowledge, skills, and motivation of their employees in achieving the organizational global goal.
Organizational Influences
This portion of the literature review will focus on the organizational influences that are
relevant to the English Department teaching faculty achieving its goal. Organizational
influences are processes, material resources, and cultural components that can impact worker
performance and goal achievement (Clark & Estes, 2008). The researchers also state that in
order to achieve the organizational and stakeholder goals within any institution, there exists a
system of interacting processes that require particular knowledge, skills, and motivation to
function successfully. Furthermore, the researchers posit that redesigning or changing any of the
processes directly impacts the work and alters the task of the workers. Work processes also
dictate how the employees, equipment, and materials interact in order to achieve the desired
result or goal (Clark & Estes, 2008). Hence, if the processes and the organizational and
stakeholder goals are not in alignment, the chances of failure increase significantly (Clark &
Estes, 2008). Ineffective work processes impair workers who are highly motivated and possess
the necessary knowledge and skills from successfully fulfilling the organizations goals and/or
closing performance gaps (Clark & Estes, 2008). While procedures communicate to employees
how to accomplish a given task, processes inform workers of a group, team, or unit as to how to
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51
combine separate procedures to effectively meet identified goals (Clark & Estes, 2008). In order
to ensure high quality performance and goal fulfillment, performance gaps must be identified in
order to improve these processes (Clark & Estes, 2008). In addition, the researchers assert that if
the organization’s goals are to be achieved, it is critical that organizations provide appropriate
and adequate material resources including requisite supplies, equipment, specialized equipment,
materials, tools, current industry related technology, and the necessary environment. The most
significant work process, however, is organizational culture because it instructs how everyone in
an organization will work together to accomplish the organizational and stakeholder goals (Clark
& Estes, 2008).
Cultural models. According to Clark and Estes (2008), culture is a means of describing
the core values, beliefs, goals, emotions, learned processes, and overarching purpose and/or
function of an organization. The researchers further state that a cultural model is the cultural
profile that people of an organization would employ to characterize it. This cultural profile is
established by aligning the organization’s policies, procedures, and behaviors with its culture and
is typically dictated by the cultural setting. Finally, the cultural setting is determined by the
industry that the organization belongs to and the type of work the organization performs within
that industry (Clark & Estes, 2008).
Cultural model influences and the English Department teaching faculty’s willingness
to accept and implement a new English curriculum. In order to meet the changing needs of a
diverse population and eliminate the system of oppression that exists, the English curriculum
needs to be reformed. To facilitate a successful change and implementation of a new and
diversified curriculum, there needs to be a general willingness and acceptance among English
Department teaching faculty to implement it and achieve the stakeholder goal. According to
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Schein (2010), in order for there to be a willingness and acceptance among members of an
organization to feel motivated to change,
three primary conditions must exist: (1) enough disconfirming data to cause serious
discomfort and disequilibrium; (2) the connection of the disconfirming data to goals and
ideals, causing guilt and/or anxiety; (3) enough psychological safety to be able to see a
possibility for solving the problem and learning something new without losing a sense of
identity or integrity. (p. 301)
Because the English Department teaching faculty at St. Mary’s Women’s Seminary would be the
team held accountable for the implementation of a new and diversified English curriculum, it is
essential that the school leadership, comprised of the board of directors and administration,
cultivate an environment that is comprised of these conditions.
Cultural model influences and the level of trust between the English Department
teaching faculty and the administration. Another organizational influence that is necessary to
consider is the trust relationship that exists between the English Department teaching faculty and
the St. Mary’s Women’s Seminary administration. The willingness to implement a change is
directly influenced by the teachers’ trust in the leadership and the leadership’s commitment to
high quality pedagogy, high expectations, and accountability (Bolman & Deal, 2013;
Buckingham & Coffman, 1999; Kezar, 2001; Schein, 2010; Schneider, Brief, & Guzzo, 1996).
Furthermore, the leadership of St. Mary’s must trust that the English Department teaching
faculty is capable and committed to implementing a new curriculum if they are to allocate time
and resources to the change.
At the center of any trust relationship is clear and consistent communication. Bolman
and Deal (2013) assert that organizational effectiveness depends on the quality of interpersonal
dynamics. In order to ensure that the school fosters an environment of trust, the leadership must
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53
be in continuous and clear communication with the English Department teaching faculty, and all
other stakeholders. It is imperative that a systematic change of this magnitude involves everyone
because they bring different perspectives to the table. It is especially important that the students,
parents, faculty, counselors, and administration all be engaged in dialogue moving forward.
According to Bensimon (2005), teachers, administrators, and counselors, as a consequence of
their beliefs, expectations, values, and practices, can create or perpetuate unequal outcomes for
their students. These cognitive frames, or ways by which an individual understands a situation,
become important in understanding how inequality is manufactured and how it can be reduced.
Perceptions of organizational communications directly impact both satisfaction and performance
(Pincus, 2006). Thus, if the implementation of the new and diversified English curriculum is to
be effective, positive communication practices that foster trusting relationships must be common
practice at St. Mary’s Women’s Seminary.
Cultural setting influences and the need for time to implement the new English
curriculum. According to Schein (2010), the perception and experience of time are among the
most central to how any group functions. Further, when the experience differs for people,
communication and relationship problems typically emerge (Schein, 2010). Hence, the cultural
setting influence of time directly impacts the cultural model influences of the English
Department teaching faculty’s willingness to accept and implement a new curriculum and the
trust relationship they have with the school administration. The English Department teaching
faculty needs enough time from their administrators to revise their syllabi to incorporate new
diversified curriculum and CRT practices into their classes. Leithwood et al. (1994) assert that
there are few people who have not had the job of teaching who understand the constant and
persistent time demands teachers experience. Because an implementation of new curriculum and
instructional practices require significant amounts time, and frequently administrators
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54
underestimate this commitment, research indicates that teachers are typically reticent to
implement significant curriculum and instructional changes (Leithwood et al., 1994). The time
demands at St. Mary’s Women’s Seminary on the English Department teaching faculty are
already significant, so this cultural setting influence has the potential to greatly impact the
achievement of the stakeholder goal.
Cultural setting influences and the need for professional development to implement the
new English curriculum. If employees are to be expected to perform in a way that requires new
knowledge or skills, they must be provided with the necessary formal and informal training
(Clark & Estes, 2008; Schein, 2010). The English Department teaching faculty needs to have
professional development training in CRT and the new curriculum as they undergo the process of
implementing new practices, if the change is to be effective. Effective training can improve
work quality, morale, productivity, and foster teamwork (Grossman & Salas, 2011), while
changes implemented in the workplace without training inevitably fail (Clark & Estes, 2008;
Schein, 2010).
Clark and Estes (2008) assert that there are three common approaches to cultures in
organizations including the culture in the environment, the culture in groups, and culture in
individuals. While culture is difficult to influence, it has a powerful effect on both performance
and identity. Table 4 identifies the organizational mission, organizational global goal,
stakeholder goal, assumed organizational influences, and the organizational influence
assessments to be used.
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55
Table 4
Organizational Influences and Assessments for Organization Gap Analysis
Organizational Mission
Founded and rooted in the Gospel values of the Catholic church and the charism of the Sisters of St.
Mary, the mission of St. Mary’s Women’s Seminary is to empower young women in an innovative
learning environment that honors the individual while fostering community, and develops faith-filled
leaders dedicated to loving God and all peoples without distinction.
Organizational Performance Goal
By August 2020, St. Mary’s Women’s Seminary will implement a new and diversified English
curriculum that contains literature representing the school population, including Hispanic, African
American, Asian American, Asian/Pacific Islander, and American Indian/Alaskan Natives, and
women.
Assumed Organizational Influences Organizational Influence Assessment
Cultural Model Influence 1: There needs to be
a general willingness and acceptance among
English Department teaching faculty to
implement a new and diversified English
curriculum.
Written survey item using Likert Scale: “It is
important for me to implement a new English
Curriculum at St. Mary’s Women’s Seminary.”
Cultural Model Influence 2: There needs to be
a culture of trust in the school between
administration and English Department
teaching faculty in order to achieve the
institutional goal of implementing a new and
diversified English curriculum.
Written survey item using Likert Scale: “I believe
the school administration will provide the support I
need to implement new curriculum.”
Cultural Setting Influence 1: The English
Department teaching faculty needs enough
time from their administrators to revise their
syllabi to incorporate the new and diversified
curriculum and critical race theory (CRT)
practices into their classes.
Written survey item using Likert Scale: “St. Mary’s
encourages me to partake in professional
development opportunities that will help me achieve
my goals in the classroom.”
Interview question: “If this new classroom had a
different curriculum, do you think it is worth your
time to be trained to teach differently from how you
are teaching now?”
Cultural Setting Influence 2: The English
Department teaching faculty need to have
professional development training in CRT and
the new curriculum as they undergo the
process of implementing new practices.
Written survey item using Likert Scale: “Training in
critical race theory (CRT) is relevant to my teaching
practice at St. Mary’s Women’s Seminary.”
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Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation
and the Organizational Context
A conceptual framework is a system of concepts, assumptions, expectations, beliefs, and
theories that informs a research study (Maxwell, 2013; Merriam & Tisdell, 2016). Its purpose is
to frame the study so that the underlying concepts and theories that apprise the study are
understood (Maxwell, 2013; Merriam & Tisdell, 2016). The conceptual framework for this
study includes multiple components and is based on the Clark and Estes (2008) gap analytic
framework. The Clark and Estes (2008) gap analytic framework is a process that systematically
analyzes organizational and stakeholder goals in order to identify performance gaps in meeting
those goals. Once the performance gap has been identified, this framework examines how
stakeholder knowledge, motivation, and organizational influences contribute to that gap (Clark &
Estes, 2008). While each of these influencers operate as independent factors within the study,
they do not exist in isolation from one another. On the contrary, they are interactive with one
another and with other contributing variables such as a philosophical worldview, personal
experience, and the related literature. The purpose of this portion of the dissertation is to explain
the interaction of the Clark and Estes (2008) gap analytic framework with one another and other
identifiable variables that pertain to the study.
According to Creswell (2014), one variable that informs a study in addition to the
research methods and design is the philosophical worldview. The philosophical worldview that
informs this study is the transformative worldview. The transformative worldview posits that the
research includes an action agenda intertwined with politics and change in order to address an
issue of social oppression (Creswell, 2014). The transformative worldview places importance on
the study of diverse groups and marginalized populations, focuses on inequities, links to social
action to address inequities, and uses a program theory of beliefs as to why the problem of
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oppression exists (Creswell, 2014). In the case of this study, the stakeholder goal is for St.
Mary’s Seminary English Department teachers to achieve 100% implementation of a new
diversified curriculum and employ CRT pedagogy because through personal experience it is
known that the current curriculum is not diversified enough and is not reflective of the
population of the school. Furthermore, the research literature substantiates that the classroom
demographics in the American schools is continuing to become more diverse, that the current
curriculum standards are oppressive, and that CRT provides a foundation for practice to address
this problem (Bensimon, 2005; Bérubé, 2008; Blanchett et al., 2005; Dowd & Bensimon, 2014;
Engl et al., 2004; Freire, 1993; Hardy, 2004; Hartmann & Gerteis, 2005; Jimenez-Castellanos,
2010; Johnson, 2005; Liggett, 2014; NCES, 2017; Nkomo & Al Ariss, 2014; Ortiz & Jani, 2010;
Rogers & Mosley, 2006; Smith-Maddox & Solorzano, 2002; Solorzano & Yosso, 2001; Stanton-
Salazar,1997; Steinberg, 2004; Wei, 2013). Thus, this study is informed in part by the viewpoint
that in order for the problem of practice to be addressed, innovative action must be taken to
address the inequity and social oppression that exists.
In conjunction with this transformative worldview, the knowledge, motivation, and
organizational influences from the Clark and Estes (2008) gap analysis will be employed to
identify gaps that may impair the English Department teaching faculty from meeting their
performance goal of implementing the new English curriculum employing CRT pedagogy by
August 2020. The knowledge, motivation, and organizational influencers are intertwined and
must therefore be addressed concurrently in order to successfully meet the stakeholder goal
(Clark & Estes, 2008). Figure 1 depicts the interactive conceptual framework of these
knowledge, motivation, and organizational influencers in achieving the previously mentioned
stakeholder goal.
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Figure 1. Interactive conceptual framework
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Figure 1 depicts the relationship between the factors influencing the English Department
teachers’ ability to achieve the stakeholder goal of implementing a new diversified English
curriculum and employing CRT pedagogy. Specifically, the outer blue oval represents St.
Mary’s Women’s Seminary, the organization that is the focus of the study, and the cultural
settings and models that exist at St. Mary’s. These cultural influences include the setting
influencers of time (Schein, 2004) for teachers to implement the new curriculum and receive
training in CRT pedagogy (Schein, 2004; Schneider et al., 1996). St. Mary’s Women’s
Seminary as an organization has control over these elements; therefore, they are organizational
influencers (Schein, 2004). In addition to these setting influencers, the cultural model influencer
included is that there needs to be a general willingness and acceptance among English
Department teaching faculty to implement a new and diversified English curriculum. This
willingness is influenced by their trust in the leadership and the leadership’s commitment to high
quality pedagogy, high expectations, and accountability (Bolman & Deal, 2013; Buckingham &
Coffman, 1999; Kezar, 2001; Schein, 2004; Schneider et al., 1996).
Within this blue oval, there is an orange oval that represents the stakeholders who are the
English Department teachers. The orange oval is inside the blue oval because the English
Department teachers are stakeholders that exist within the organization of St. Mary’s Women’s
Seminary itself. The knowledge influencers include the factual, conceptual, and procedural
knowledge and skills related to implementing the new English curriculum and employing CRT
pedagogy. The motivation influencers include attainment value and cost value in relation to
implementing the new English curriculum and CRT pedagogy. The arrow indicates that the
interaction of these knowledge, motivation, and organizational influencers is essential to the
achievement of the stakeholder goal (Clark & Estes, 2008; Mayer, 2011).
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This study sought to understand how the knowledge, motivation, and organizational
influencers interact with each other to best support the English Department teaching faculty in
the implementation of a new and diversified curriculum. As explained in Chapter 1, numerous
studies indicate that the demographics of the American classroom are shifting and the current
educational system fails to provide equity and access to all students (Al-Shalabi et al., 2011;
Bensimon, 2005; Corson, 2001; Dayal, 1996; Dowd & Bensimon, 2014; Fry, 2003; Johnson,
2005, 2006; NCES, 2016). If the English Department teaching faculty is to achieve the
stakeholder goal, they must have the factual, conceptual, and procedural knowledge and skills
related to the shifting demographics, implementing the new English curriculum, and employing
CRT pedagogy. St. Mary’s Women’s Seminary, as an organization, directly influences the
teachers’ ability to gain the knowledge necessary through the organizational influencer of time
for teachers to implement the new curriculum and receive training in CRT pedagogy. Moreover,
the teachers must value the implementing the new curriculum. This motivational influencer is
directly affected by the culture at St. Mary’s Women’s Seminary. Whether or not the teachers
value the curriculum and demonstrate a willingness to implement it is directly shaped by their
trust in the leadership, and the leadership’s commitment to high quality pedagogy, high
expectations, and accountability (Bolman & Deal, 2013; Buckingham & Coffman, 1999; Kezar,
2001; Schein, 2004; Schneider et al., 1996). Hence, just as Clark and Estes (2008) assert, the
interaction of the knowledge, motivation, and organizational influencers are essential to
achieving the stakeholder goal.
Conclusion
The purpose of this study was to conduct a needs analysis in the areas of knowledge and
skills, motivation, and organizational resources necessary to reach the organizational goal that by
August 2020, St. Mary’s Women’s Seminary will implement a new and diversified English
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curriculum that contains literature representing the school population, including Hispanic,
African American, Asian American, Asian/Pacific Islander, and American Indian/Alaskan
Natives, and women. The literature presented in this chapter examined inequity in the American
school system by reviewing the history of inequity, desegregation and schools after Brown v.
Board of Education, and the demographics of American schools. Following this there was a
review of the “literary canon,” both historically and as it presently exists in the K-12 classroom.
Then there was an analysis of culturally responsive teaching, specifically the connection between
culture and identity and the importance of acknowledging culture in the classroom context.
Critical race theory (CRT) was then explored by examining race as a social construct, how to
address race in the context of the classroom, and how the impact of implementing practices
founded in critical race theory can be transformative. Also identified in this chapter were the
knowledge, motivational, and organizational influencers on the English Department teaching
faculty’s ability to achieve the stakeholder goal. Finally, the conceptual framework for this study
including multiple components and based on the Clark and Estes (2008) gap analytic framework
was presented. Chapter 3 will outline and define the methodological approach to the study.
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CHAPTER 3
METHODOLOGY
The organizational goal of this study is that by August 2020, St. Mary’s Women’s
Seminary will implement a new and diversified English curriculum that contains literature
representing the school population, including Hispanic, African American, Asian American,
Asian/Pacific Islander, and American Indian/Alaskan Natives, and women. Moreover, the
stakeholder goal is that by August 2020, the St. Mary’s Women’s Seminary English Department
teaching faculty will implement the new English curriculum and employ critical race theory
(CRT) pedagogy.
Considering these goals, the Clark and Estes Gap Analytic was employed as the
framework for this study. The analysis began by generating a list of possible needs and then
moved to examining these systematically to focus on actual or validated needs. While a
complete needs analysis would focus on all stakeholders, for practical purposes the stakeholder
focused on in this analysis was the St. Mary’s Seminary English Department teaching faculty.
As such, the questions that guided this study were the following:
1. What are the teacher knowledge and motivation related to St. Mary’s Seminary
English Department teachers to achieve 100% implementation of the new diversified
curriculum and employ critical race theory (CRT) pedagogy in their English
Language Arts instruction?
2. What is the interaction between St. Mary’s Women’s Seminary culture and context
and the English Department teachers’ knowledge and motivation?
3. What are the recommended knowledge, motivation, and organizational solutions?
This chapter will explain the research methods used to collect data and the criteria of the
population sampled for each of the methods. Then the chapter will explain the data collection
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process and instrumentation employed. In addition, the creditability and trustworthiness, validity
and reliability, and ethics of the study will be discussed. Finally, the chapter will explain any
limitations and delimitations of the study.
Participating Stakeholders
The stakeholders of focus for this study were the teaching faculty for the English
Department at St. Mary’s Women’s Seminary. Because the focus of this study is on the
implementation of a new and diversified English curriculum and employing CRT pedagogy
specifically, it is imperative to understand the perspectives of the teachers responsible for the
new curriculum and pedagogy’s implementation. The sample of English Department teaching
faculty includes a group of seven teachers whose years of teaching experience ranged from five
to twenty years to determine if years of experience impacts the knowledge and motivation to
implement a new and diversified curriculum. In addition, the sampling of teaching faculty teach
a variety of academic levels and rigors, including grades 9-12 college preparatory, honors, and
Advanced Placement classes. This criterion is used to analyze the impact of academic level on
implementing new curriculum and CRT pedagogy.
Survey Sampling Criteria and Rationale
Criterion 1. The individual must be a credentialed teacher with the responsibilities of
making decisions in regard to and implementing English curriculum for students. The teaching
faculty of other subject areas, librarians, counselors, and support staff were not part of the sample
because they are not responsible for English curriculum and instruction.
Criterion 2. Only English Department teachers who teach or have taught at least one full
academic year of English were included in the sample. The rationale for this is that because the
study focuses on implementing a new and diversified English curriculum, teachers must have
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knowledge of the current curriculum and standards to accurately determine the knowledge and
motivation needed to implement a new and diversified curriculum.
Survey Sampling (Recruitment) Strategy and Rationale
For the survey portion of the study, the goal was to have the entire English Department
teaching faculty of seven teachers participate in the anonymous survey. According to Fink
(2013), a survey is considered to be nonrandom when participants are selected specifically by the
primary researcher and they are both willing and available when the researcher needs them. This
study was intended to be an example of a census sampling because the participants were chosen
because of their positions and association with St. Mary’s Women’s Seminary and represented
the entire stakeholder group, but one member elected to not participate. Furthermore, it was a
sampling of convenience because the participants and the primary researcher all work at the
same organization (Fink, 2013). The purpose of the study was introduced in an invitational
email sent by the primary researcher, and then further elaborated upon at an individual meeting
with each of the participants. The goal of the survey was to understand the teacher knowledge
and motivation related to the implementation of the new diversified curriculum and employing
CRT pedagogy in their English Language Arts instruction on a broad level. It was also intended
to measure the interaction between St. Mary’s Women’s Seminary culture and context and the
English Department teachers’ knowledge and motivation. The survey results were used to
inform the interview process so that the primary researcher could more specifically identify
knowledge, motivational, or organizational gaps that may impair the English Department
teaching faculty from meeting their performance goal of implementing the new English
diversified curriculum and employing CRT pedagogy by August 2020. The knowledge,
motivation, and organizational influencers are intertwined and must therefore be addressed
concurrently in order to successfully meet the stakeholder goal (Clark & Estes, 2008).
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Interview Sampling Criteria and Rationale
Criterion 1. The individual must be a credentialed teacher at St. Mary’s Women’s
Seminary with the responsibilities of making decisions in regard to and implementing English
curriculum for students. The teaching faculty of other subject areas, librarians, counselors, and
support staff were not part of the sample because they are not responsible for English curriculum
and instruction.
Criterion 2. Only English Department teachers who teach or have taught at least one full
academic year of English were included in the sample. The rationale for this is that because the
study focuses on implementing a new and diversified English curriculum, teachers must have
knowledge of the current curriculum and standards to accurately determine the knowledge and
motivation needed to implement a new and diversified curriculum.
Interview Sampling (Recruitment) Strategy and Rationale
This interview sampling was intended to be a census sampling including the entire
stakeholder group, but one member did not participate. The primary advantage to conducting the
interviews is that they can provide rich detail that may not be able to be obtained through the
survey (Salkind, 2013). Conducting interviews allowed the researcher to probe in more depth
how some of the less tangible motivational and organizational influencers could impact the
implementation of a new diversified English curriculum and CRT pedagogy. Because the
purpose of the interviews was to explore trends identified in the survey sampling further, they
were semi-structured. According to Merriam and Tisdell (2016), a semi-structured interview is
guided by the questions or issues to be explored, but neither the exact wording nor the order of
the questions is determined ahead of time, allowing the emerging worldview of the respondent to
transpire and the researcher to respond to the situation at hand. Central to the research questions
of this study was gaining an understanding of the teaching faculty and administration’s
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worldview. Thus, all survey participants were interviewed according to availability within one
month of completing the survey. The interviews were semi-structured, using an audiotape that
was transcribed after completion. In order to transcribe the interviews, the researcher employed
Rev online transcription services.
Explanation for Choices
This study utilized surveys, interviews, and document analysis to collect data on the
knowledge, motivational, and organizational influences that could impact the implementation of
a new and diversified English curriculum and CRT pedagogy. Employing these three methods
provided a triangulation of the study to ensure validity and build a coherent justification of
themes (Creswell, 2014; Maxwell, 2013; Merriam & Tisdell, 2016). Triangulation provided the
researcher with accurate and meaningful data about the teacher knowledge and motivation
related to the implementation of the new diversified curriculum and employment of CRT
pedagogy, and the interaction of that knowledge and motivation with St. Mary’s Women’s
Seminary culture and context. The survey portion of the study gathered information from six of
the seven English Department teaching faculty on their practices and perspectives on English
curriculum and CRT pedagogy. Information gathered in the surveys was used to inform
interview questions, which were used to provide even more in-depth, rich data. The document
analysis focused on current teacher syllabi, the course description catalogue, and standardized
test score trends (SAT, ACT, and AP) to substantiate information gathered through the surveys
and interviews.
Interviews
Interview protocol. The interview protocol used in this study was semi-structured. A
semi-structured interview means that the interview guide includes a mix of more or less
structured interview questions, but those questions are used flexibly to solicit specific required
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data from all respondents (Merriam & Tisdell, 2016). Furthermore, because a semi-structured
interview is guided by the questions or issues to be explored, but neither the exact wording nor
the order of the questions is determined ahead of time, it allows for the emerging worldview of
the respondent to transpire and the researcher to respond to the situation at hand (Merriam &
Tisdell, 2016). In this study, all six of the types of questions identified by Patton (2015) were
employed. These six types are: (1) experience and behavior questions, (2) opinions and values
questions, (3) feeling questions, (4) knowledge questions, (5) sensory questions, and (6)
background/demographic questions. Of these types of questions, the background and
demographic questions were used to establish the foundation for the teacher’s worldview, since
this is an essential component to this study. The experience, behavior, and knowledge questions
were used to gain an understanding of the teachers’ knowledge of shifting demographics in the
classroom, current curriculum standards, and implementing new curriculum and CRT
pedagogical practices in the classroom. The opinion, values, feeling, and sensory questions were
employed to help provide insight into the teachers’ motivation to implement new curriculum and
pedagogical practices. The questions provided insight into whether or not teachers personally
value implementing the new curriculum, if it is worth their time and effort, and if they feel the
organizational culture would be supportive of curriculum changes. In addition to these basic
types, hypothetical questions were used in these interviews as a way to allow the teachers to
speculate on the conditions, impact, and potential need of implementing a new curriculum.
These hypothetical questions were an important option in this study because it is an innovation
study and this curriculum does not currently exist. Finally, as a part of the interview process, the
researcher employed probes. Probes were an important part of the interview process because
they provided both clarification and deeper data, while simultaneously allowing the interviewer
to control the flow of the interview (Merriam & Tisdell, 2016; Patton, 2002).
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Interview procedures. In this study, the researcher conducted one-on-one, individual
interviews with each member of the stakeholder group. Prior to the interviews, the researcher (1)
explained the purpose of the interview and the methods to be used, (2) reminded the participant
that participation is voluntary, (3) assured the participant of confidentiality, (4) informed the
participant that she can withdraw at any time without penalty, (5) asked permission to record the
interview, and (6) informed the participant of how the recording and data will be stored and
secured (Glesne, 2011; Merriam & Tisdell, 2016) in order to ensure the process was conducted
ethically and responsibly. The average length of each interview was one hour. Because the
interviews were semi-structured, some went longer, but the researcher tried to keep within the
allotted time out of respect for the participants’ time. In addition, because the interviews were
conducted after school when teachers were more relaxed and were semi-formal in nature. The
interviews were conducted at the participants’ convenience in order to show respect for the
interviewees’ time and to provide them with an opportunity to participate without feeling
pressured (Rubin & Rubin, 2012). To honor convenience and respect for the participants, the
interviews were conducted in a room of their choice on the school grounds that was private and
quiet. This allowed participants to select a location that was quiet, familiar, and convenient.
Having a distraction-free zone that is both comfortable and convenient is essential, both to
ensure a good quality of the interview recording and that the participants are comfortable
(Creswell & Poth, 2018). Since the researcher works on campus she was able to confirm the
availability of the selected locations. The researcher, however, secured the space through the
school maintenance facilities during the scheduled interview times so that there were no
interruptions and the integrity and confidentiality of the interview process was preserved.
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Surveys
Surveys for this study used Qualtrics through the University of Southern California. A
link to the survey was emailed to all English Department teaching faculty at St. Mary’s Women’s
Seminary. The survey opened with an introduction that explained the purpose of the study and
informed participants that they could cease participation at any time. The survey was comprised
of 20 questions divided into four sections including Likert scale, multiple choice, and drop-down
menu responses. The first section asked questions about the demographics of the sampling
group. Questions in the next section pertained to teacher knowledge of changing school
demographics, the Common Core Curriculum Standards, and critical race theory. The third
section surveyed teachers about their perspectives on diversified curriculum and professional
development. The last section gathered information about the teachers’ opinions of St. Mary’s
Women’s Seminary as an organization. The questions in these sections were specifically
designed to elicit information regarding teachers’ knowledge about various curriculum,
motivation to be trained and implement new curriculum, and the organizational influences that
impact their motivation and ability to implement new curriculum and pedagogical practices.
Information gathered in the surveys was used to inform interview questions, which were used to
provide even more in-depth, rich data.
Documents and Artifacts
Document analysis for this study was used to verify data gathered through the
interviewing and observation process. Because one of the greatest advantages to documentary
materials as a source of data is that they are stable and objective, they were used in this study to
reveal authentic and accurate data within the study (Merriam & Tisdell, 2016). Document
analysis allowed the researcher to triangulate the findings because the data was gathered from a
diverse range of individuals and settings using diverse methods, thus reducing the risk of chance
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associations and biases (Maxwell, 2013). Further, triangulation would ensure validity and build
a coherent justification of themes (Creswell, 2014; Maxwell, 2013; Merriam & Tisdell, 2016).
In the case of this study, document analysis of current teacher syllabi, the course description
catalogue, and published standardized test score trends (SAT, ACT, and AP) were used to
substantiate information gathered through the interviews and surveys. These are documents that
were easily accessible to the researcher through the school itself and were useful in collecting
data on the knowledge, motivational, and organizational influences that could impact the
implementation of a new and diversified English curriculum and CRT pedagogy. For instance,
the current teacher syllabi and the course description catalogue helped to verify current teacher
curriculum and practices in the classroom. The published standardized test scores were used to
benchmark student performance at St. Mary’s Women’s Seminary in order to help provide
insight into potential solutions.
Data Analysis
The first data gathered after IRB approval was survey data. After all survey data was
collected using the online survey software Qualtrics, the survey was closed and a distribution
report generated information about responses, without identifiable information. Of the seven
surveys sent out by email, there were six responses for a response rate of 86% which meets
National Center for Education Statistics guidelines of at least 85% response rate (Pazzaglia,
Stafford, & Rodriguez, 2016). Of the returned surveys, all six were 100% completed. Because
none of the questions were required responses, the number of responses per question varied on
occasion. Qualtrics generated a downloadable report that provided the frequencies of responses
for each question. The information was also exported into an Excel spreadsheet in order to view
the data in a variety of ways and form tables and graphs presented in the Chapter 4 of this
dissertation. All the survey questions used nominal or ordinal scales, so the mode was the only
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measure of central tendency considered in data analysis (Alkin, 2011). Further analysis of the
data was completed, in order to compare the teacher responses to the beliefs probed later in their
interviews.
The next data gathered was through interviews. The same participants of the survey were
interviewed after the survey data was gathered and analyzed. The interviews were conducted by
the researcher in a mutually agreed upon location and recorded using Quicktime Player on the
researcher’s computer. The researcher sent the audio transcripts out immediately for
transcription to Rev.com and retained the audio files on her computer in case there were
questions about the audio in the transcript. The computer was secured both by password and
finger print identification. Once the transcripts were transcribed, the researcher used the coding
software AtlasTi to open-code the transcripts. Then the transcripts were coded using both
empirical/in vivo codes and axial codes that were derived from the conceptual framework and
research questions. To code, the researcher drew upon personal experience (Corbin & Strauss,
2008) as an English teacher to help decipher what teachers were trying to communicate about
their practices of teaching literature and knowledge of critical race theory. After an initial review
of the interview transcripts, themes were identified through the open coding process and a
codebook was created using the initial codes. The transcripts were then reviewed again to see if
any data was missed during the initial reading and whether the data was categorized properly in
the codebook. The use of a codebook for the data helped the researcher to manage the data,
create categories of themes that presented themselves in the data, and align the data with the
research questions (Merriam & Tisdell, 2016).
The final data gathered was through document analysis. Documents analyzed for this
study included current curriculum guide, current and past teacher syllabi, and published ACT
and SAT schoolwide scores. To analyze the curriculum guide and teacher syllabi, the researcher
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coded the documents using the same process employed in the analysis of the interview
transcripts. Using the coding software AtlasTi the researcher first open-coded the syllabi. Then
the syllabi were coded using both empirical/in vivo codes and axial codes that were derived from
the conceptual framework. To code, the researcher drew upon personal experience, identified
common language, and drew comparisons between the syllabi (Corbin & Strauss, 2008).
Because the curriculum guide is a stand-alone document, the researcher coded this document by
red-flagging, drawing on personal experience, identifying language trends, and analyzing the
narrative structure. After an initial review of the documents, themes were identified through the
open coding process and a codebook was created using the initial codes. The documents were
then reviewed again to see if any data was missed during the first reading and whether the data
was categorized properly in the codebook. Finally, the data from the surveys, interviews, and
document analysis were compared to identify common or supporting themes and findings.
Credibility and Trustworthiness
According to Merriam and Tisdell (2016), the credibility of research is addressed through
“triangulation, checking interpretations with individuals interviewed or observed, staying on site
over a period of time, asking peers to comment on emerging findings, and clarifying researcher
biases and assumptions” (p. 265). Thus, to ensure the credibility and trustworthiness of the
study, the researcher employed a number of credibility checks. First, as mentioned previously,
there was a triangulation of data by using the multiple methods of data collection to confirm
emerging findings (Creswell, 2014; Maxwell, 2013; Merriam & Tisdell, 2016). In addition to
the triangulation of methods, the interview protocol was peer reviewed by colleagues within
secondary education to maintain credibility of the questions. Further, to be sure that the
interpretations of the data collected from the English Department teaching faculty were correct,
the researcher confirmed their plausibility with each participant after the surveys and interviews
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were conducted. Finally, because the researcher is the English Department Chairperson at this
site, the researcher recognizes that she has assumptions and biases about the English curriculum
taught at the school. To counter this bias, the researcher asked the school to verify what
curriculum should be employed based on current ELA curriculum standards. Furthermore, in an
effort to also ensure that the survey questions and interview transcripts were designed to be as
free of bias as possible, the researcher had the questions peer reviewed and included comments
indicating any internal thoughts and questions about what the researcher saw or heard during the
interview in the interview transcript. Reviewing the data with these comments for analysis
enabled the researcher to reflect on and identify any personal biases. The researcher then had
colleagues in the education field review raw data findings of the study to ensure that they were
credible and trustworthy.
Validity and Reliability
For this study, the sample was six of the seven English Department teaching faculty of St.
Mary’s Women’s Seminary. According to Creswell (2014), the use of multiple approaches and
validity strategies increases the researcher’s ability to assess the validity of the study. In order to
ensure that this study was valid, as stated previously, the study was triangulated through the use
of surveys, interviews, and document analysis. Converging multiple data sources added validity
to the study (Creswell, 2014; Maxwell, 2013; Merriam & Tisdell, 2016). In addition, the
researcher reflected on potential bias, member checked the results of the surveys, checked
transcripts of interviews to make sure they did not contain errors, and all materials were peer
reviewed. In order to ensure the study is reliable, the researcher ensured that the approach was
consistent so that the study could be repeated (Creswell, 2014; Merriam & Tisdell, 2016). In
order to ensure that this study was reliable, all participants were given the survey instrument via
the same method and at the same time, interviews were conducted in the same place under the
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same conditions, and any documents analyzed were verified for their authenticity. Furthermore,
the instruments and results were peer reviewed and triangulated.
Ethics
To find answers to the research questions, this study was mixed in nature. According to
Merriam and Tisdell (2016), to a large extent, the validity and reliability of a study depend on the
ethics of the investigator. There is an ethical obligation to both protect the human subjects of
this study from any harm while simultaneously preserving the integrity of the study (Rubin &
Rubin, 2012). Thus, a number of steps were taken to meet this ethical obligation. In order to
protect the study participants from harm, all were asked to sign an informed consent form that
informed the subjects of the nature of the research, that participation in the study was completely
voluntary, and that if at any time they wished to stop participating, they could (Glesne, 2011;
Rubin & Rubin, 2012). The study was also submitted to the University of Southern California
Institutional Review Board (IRB) in order to further ensure the safety of the participants.
Moreover, participants were informed that there was a pseudonym being used for the school and
their identities would be kept anonymous (Rubin & Rubin, 2012).
In order to safeguard the confidentiality of the interview subjects, the researcher took a
number of steps to protect their identities while also preserving the integrity of the study. After
participants signed the informed consent form, the researcher asked for specific permission to
record the interview. Once the interviews were transcribed, the interviewees were given
transcripts of the interviews so that they could confirm that their words were not altered or
changed. The recordings were also stored securely. A similar process of having participants
sign an informed consent form, guaranteeing anonymity, and securely storing the data was
employed for the survey portion of the study. Finally, it was important to inform the participants
that there were no incentives given to participate in the study, however, once the study was
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complete, a small token of thanks and appreciation was given in the form of a thank-you card
and small gift card.
Limitations and Delimitations
Some of the limitations of the study include the team dynamic in the study and how that
could impact the honesty of respondents. The teachers in the study are all employed at the
school where the researcher works and could be hesitant to be completely honest when
answering survey or interview questions. Furthermore, while the researcher is not the direct
supervisor of these teachers, she is the English Department team leader. While the researcher, as
the team leader, is not responsible for evaluating the department members, there is a possibility
some respondents may not have been completely open and honest in the interview because they
were concerned about being an outlier in the group. There is also a possibility because of the
close team dynamics, that some respondents would be tempted to discuss the interview with
other participants. To address this, the researcher emphasized the confidentiality of the survey
and interview process and asked participants to sign an agreement to keep the study confidential
until results are published. In addition, while the study did have an 86% participation rate, the
sample size of the group is small because the school itself is small. The small sample size is a
limitation to the study because the findings provide insight to the knowledge, motivation, and
organizational influences of the teaching faculty at St. Mary’s Women’s Seminary, but the
findings are specific to this organization. Furthermore, because of the small size of the sample, it
is not necessarily representative of populations that might be found at other high schools, public
or private. The stakeholder group of the study was all female, and was 62.5% White, 12.5%
Latina, 12.5% Multi-Racial, and 12.5% Other. Further research is necessary to learn if the
teacher knowledge, motivation, and organizational influences found in this study extend beyond
the demographics at this school.
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CHAPTER 4
RESULTS AND FINDINGS
Overview of Purpose and Questions
The purpose of the study was to evaluate the knowledge, motivation, and organizational
influences that impact the St. Mary’s English Department teaching faculty’s ability to implement
a new English curriculum and employ critical race theory (CRT) pedagogy. While a complete
analysis would focus on all stakeholders, for practical purposes, this study only focused on
teaching faculty in the English Department at St. Mary’s Women’s Seminary.
The questions that guided this study were:
1. What are the teacher knowledge and motivation related to St. Mary’s Seminary
English Department teachers to achieve 100% implementation of the new diversified
curriculum and employ critical race theory (CRT) pedagogy in their English
Language Arts instruction?
2. What is the interaction between St. Mary’s Women’s Seminary culture and context
and the English Department teachers’ knowledge and motivation?
3. What are the recommended knowledge, motivational, and organizational solutions?
Participating Stakeholders
The sample for the survey and the interviews were six of the eight members of the
English Department at St. Mary’s Women’s Seminary. The six teachers represented in the study
teach varied grade levels and disciplines and have a range of teaching experience. The group
sampling was intended to be a census sampling, but one member of the department elected not to
participate in the study and the researcher is the other member not represented. It was a
purposeful sampling because it is imperative to understand the perspectives of the teachers
responsible for the new curriculum and pedagogy’s implementation. The sample included
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teachers who had a range of experience of 6 – 23 years to determine if years of experience
influenced teachers’ knowledge, approach, and willingness to implementing a new English
curriculum. Finally, the sample purposefully included teachers who taught courses that varied in
academic rigor and content, including remedial, standard college preparatory, honors level, and
Advanced Placement classes. Three courses taught at the school, but not represented in the study
include American Literature Honors, Holocaust Literature, and Women’s Literature because they
are courses taught by the researcher. The participants in this study will be labeled by numbers
such as “Participant 1” in order to help protect their anonymity.
Findings
This section is organized by research questions and presents the overall findings of the
study. Within each research question, the findings are organized by the themes. For the first
research question, the themes identified are those that emerged from the data collection and
analysis process to provide possible answers to the research question. For the second research
question, the findings are organized using the Clark and Estes (2008) model to examine the
knowledge, motivation, and organizational influences in relation to the organizational goal.
Chapter 4 culminates by synthesizing the findings and explaining the significance of the
research. Chapter 5 will address research question three and provide recommendations for
organizational practice.
Research Question 1
The first research question in the study asked to what extent St. Mary’s Women’s
Seminary English Department teaching faculty have the knowledge and motivation needed to
implement a new and diversified curriculum and employ critical race theory pedagogy in their
English Language Arts instruction. In the study, three primary themes emerged in relation to this
question. This section uses the following three themes to explore the extent to which the English
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Department teachers have the knowledge and motivation necessary to achieve the organizational
goal:
• Teachers had basic understanding of diverse classroom demographics, but the
declarative knowledge levels varied.
• Teachers placed significant importance on meeting learners needs, but also expressed
concerns over having the ability and resources to do so.
• Teachers had no little to no knowledge of critical race theory pedagogy.
This section ends with a culminating synthesis of the findings for the first research
question.
Understanding of Diverse Classroom Demographics
The organizational goal of implementing a new and diversified curriculum and
employing CRT pedagogy in English Language Arts instruction is dependent on teachers’
understanding of the demographics in their classrooms, both currently and in the future. During
the interviews, teachers revealed that they had some understanding of the current demographics
based on their personal experiences but lacked declarative knowledge of the current and
changing demographics in the U.S. classroom overall. This section explores these two
subthemes: teachers’ personal knowledge and experience with diverse classroom demographics
and teachers’ declarative knowledge of the current and changing demographics in the U.S.
classroom.
Teachers’ personal knowledge and experience with diverse classroom
demographics. In the interviews, the teachers reported having varied experiences with diverse
classroom demographics. The number of years of teaching experience did not necessarily
corollate with more exposure to diverse classroom populations. Participant 4, the teacher with
the most experience of 23 years, had taught for one semester at another local Catholic school for
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student teaching with a mainly White population before working the remainder of her career at
St. Mary’s. Thus, her experience has largely been with girls who are primarily White and
Hispanic. She stated that “I’ve always taught in a Catholic high school and college prep and
always English” and that the biggest difference in the two environments “was it being single
gender.”
On the other hand, the two teachers who had the least amount of teaching experience,
being six years, both shared that they had spent more than one of those six years working with
highly diverse populations. Participant 1 indicated that she had worked in a local public school
setting where “the demographics were great — the diversity wide. I worked with a lot of ELL
students. I had a number of students with IEPs and ranging from different levels of severity.”
Participant 1 followed this experience by working as a substitute teacher for a year in another
local public school system with another highly diverse population before joining the staff at St.
Mary’s. Participant 1 viewed the population she teaches at St. Mary’s differently from
Participant 4. Participant 1 stated that:
I work with a significant number of ELL students. They don’t go through the
standardized process of determining their level of English learner because we don’t offer
that service here . . . They are a different type, I would say, of ELL student in that a lot of
them still live in Mexico and they come here every day. Whereas, at [School X], they
had recently come to the United States, and so that creates a different language
demographic.
Similarly, Participant 3 said that she had worked in a local alternative high school where there
“were a lot of English language learners who weren’t familiar with the English language at all
and struggled a lot” and described the population at St. Mary’s as “a lot of students, again, who
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have English as their second language, or even third language.” Like Participant 1, Participant 3
also noted the population that came over from Mexico to attend school at St. Mary’s.
The remaining three teachers had varied experiences with diverse populations from other
parts of the United States. Of the three, Participant 5 had the most experience with diverse
groups. She had worked in the New York public school system at the beginning of her career.
During this time, Participant 5 was also conducting research as a graduate student at New York
University. She shared:
I was out in classrooms all around New York City in the public school system,
specifically aligning Language Arts units to the sort of creative techniques that we were
researching and studying to look at what the outcomes were — especially in populations
where English was not a first language.
Participant 5 described having worked with students who “in some schools had done some jail
time in either Rikers or in the juvenile system.” Participant 5, like Participants 1 and 3, also
described having worked with ELL students. Participant 5 reflected on her experience at a
Catholic middle school in Brooklyn:
The West Indian community was 100% of my school. So, [School Y] was 100% St.
Lucian, Haitian, Jamaican, Grenadian, and then a couple other like St. Martin, you know
a couple smaller islands. And they were all first generation, if not actual immigrants
themselves.
Following these experiences, Participant 5 worked with similar “at risk” students in Austin,
Texas before her hiring at St. Mary’s. Likewise, both Participants 2 and 6 also shared having
worked with “at risk” students for more than two years. Participant 2 worked with inner city
youth in a Catholic school in Philadelphia which she described as being “Very diverse. Low
socioeconomic,” before teaching at an all-girls Catholic college preparatory school there that she
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described as “Not very diverse — mostly Caucasian.” Participant 2, like Participants 1 and 3,
described the population at St. Mary’s as being “more ELL or Spanish, Mexican, and then
Caucasian, a mixed, small African American population, and then Pacific Islander” and of a
higher socioeconomic level than where she had previously taught. Similar to Participants 2 and
5, Participant 6 had also worked with inner city youth, but in Texas. Participant 6 also noted the
diverse demographics of her classrooms in three different schools in Texas. She explained that
at two of the three schools, minority populations outnumbered the White population.
The ability of each teacher to identify clearly the varying demographics of the classrooms
in their personal teaching experiences demonstrates an understanding that classroom
demographics influence instructional practices, and the value of devising instruction to meet
diverse needs and groups of students. There were, however, varied levels of specific
demographic knowledge as it related to St. Mary’s and a lack of declarative knowledge about
schools beyond their own personal experience.
Teachers’ declarative knowledge of the current and changing demographics in the
U.S. classroom. Research indicates that the demographics of the American classroom are
shifting (NCES, 2017), and that providing curriculum that reflects the multiplicity of students
prepares them to become productive members of society (Bensimon, 2005; Dowd & Bensimon,
2014). The teachers indicated that they understood that the classroom would be diverse, with
100% selecting five out of the eight ethnic groups listed in the survey as being present in their
future classrooms.
Yet, when asked about the specific projected demographics in their classrooms in 2025,
the survey results indicated that they did not have declarative knowledge about the exact types of
demographics. Research indicates that tracking and understanding the specific components of
the diversified classroom is essential to providing equity and access for all students (Bensimon,
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2005; Dowd & Bensimon, 2014). When surveyed, the teachers indicated that there was as likely
a possibility that White students will be the largest group represented in their classrooms as
Latino or Hispanic students. The National Center for Education Statistics (NCES, 2017) show
that White student enrollment is projected to continue decreasing and account for 46% of
enrollment in 2025, and while Latino or Hispanic enrollment is projected to continue increasing,
the largest growth is projected amongst Asian and Mixed Race students, who are expected to
increase 21% and 23% by 2025. Participant 5 remarked in the interview that “classroom
demographics affect all of the girls,” indicating an understanding that everyone in the community
is impacted by the shifting demographics of the classroom. But when asked in general how they
viewed these demographics as shifting, universally the answer was “I don’t know,” but with
some sense that White students would be outnumbered by other ethnic groups. Teachers shared
that their personal experience had indicated that the demographics were changing and of
importance to note, but they could not specify how, how fast, and which groups were growing
most quickly.
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Figure 2. Teachers’ responses when asked which ethnic groups they believed would be present
in their classrooms in 2025
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Figure 3. Teachers’ responses when asked which ethnic groups they believed would have the
largest enrollment in U.S. schools in 2025
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Meeting Diverse Learner Needs
The organizational goal of implementing a new and diversified curriculum and
employing CRT pedagogy in English Language Arts instruction centers around teachers valuing
meeting diverse learner needs in their classrooms. During the interviews, teachers revealed that
they placed great importance on meeting all learners’ needs, and that this was challenging for
them as instructors. This section explores these two subthemes: teachers placed significant
importance on meeting learners needs, but also expressed concerns over having the ability and
resources to do so.
Teachers placed significant importance on meeting learners needs. During the
interviews, universally, all of the teachers referred to the importance of meeting the needs of
their students. Participant 1 shared that there was an ongoing evaluation and reevaluation
process that she and fellow department members engage in to consider whether or not they are
meeting the needs of the students. She shared that “I always think about what they will
understand because it’s in their own world, their own culture, right now.” She further declared
that she was always thinking about language because “language is everything” for student
understanding. She shared this metaphor to clarify:
What is it like when you arrive to a party late? Everyone’s talking about stuff, and you
don’t know what is going on. What do you do? You have to be a part of this experience.
And so, we always treat it that way. Let’s see where the conversation is and then figure
out where to go next. So, I think in a literature, language arts class, that it’s so important
to talk about that.
Participant 1 went on to clarify that meeting students where they are and engaging them in the
conversation is the essential component to educating all students.
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Participant 3 also emphasized the importance of meeting students’ needs and allowing
students to “find their voice.” She shared how she herself was from a family of immigrants, so
she did not learn to speak English until she was six or seven years old. She explained that she
wants her students to know “that we’re all learning, and I even make mistakes” because she
wants to allow for mistakes in the classroom and for students to understand “that it’s not just
about the work we’re doing here, but also listening to each other.” Participant 3 emphasized how
her experience of being marginalized in the classroom and then being recognized by a teacher as
having done well in English, is what allowed her to find her voice and that this was the type of
experience she wished to provide for her students. She declared, “I literally look at every single
student as a human being, and the work and the curriculum that I present, it’s about the human
experience . . . it’s not excluding one student from the conversation.”
The focus on meeting learner needs was likewise reflected in the document analysis of
the course syllabi. One hundred percent of the participants included a clause in their syllabi that
offered the opportunity for support outside of the classroom. All of the teachers identified
specific times they were available to students, how they could be contacted, and emphasized that
helping meet their students’ needs was important to them. Participants 1 and 4 both included a
sentence in their syllabus that read, “I want you to succeed in this class, so if at any time you
have any needs, please do not hesitate to contact me” to emphasize not just the physical sense of
availability, but the willingness to be accessible to all students. This sentiment was echoed in all
of the syllabi demonstrating that the teachers recognized that they may not be able to meet every
student’s specific needs within the classroom but that they wanted students to know that as
teachers, they valued students’ needs.
Teachers expressed concerns over having the ability and resources to meet learner
needs. While the desire to meet learner needs was evident through document analysis across all
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of the teachers’ course syllabi and through all of the interviews, several teachers shared in the
interviews that they did not feel they either had the skills or resources to provide the support and
learning necessary for all of their students. Participant 2 expressed a concern for meeting learner
needs. She asserted that “I know that we are doing the best that we can with our English 1
students, but I often worry about our students that struggle with English and their writing.”
Participant 2 indicated that she did not always know exactly how to help her ELL students and
that she found them to be the best resources. She described asking strong students to model for
those who struggle and noted, “I know that one strategy that was given to me by one of my older
students was to encourage the girls to write in their own language.” She further shared that she
did not speak any Spanish, but that giving students the “opportunity to write in the language
which they speak” allowed her the opportunity to work with them and help them “find their
voice.” She also shared that “having girls share about their customs, traditions, and their
connections” allowed students to ask “real questions” and have true conversations about the
material they were studying.
Similarly, Participant 4 disclosed how the department had been making efforts to try and
meet different learners, but still fell short of meeting the needs of all students:
We’ve tried to give students more choices and maybe tap into some of the students and
help them find something that’s maybe more of their interests so they’ll actually be
engaged. And to try to build some of that engagement and passion for reading and
learning and talking about literature and books in a new way . . . I’d say that we probably
still need to find ways to support our English language learners, who are definitely still
struggling. We’ve never really been good at that as a whole school even . . . it’s always a
struggle.
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Participant 1 also referred to the school’s lack of support for ELL students as having “always
been kind of a problem” despite departmental and individual teacher efforts. Participant 5
expressed similar sentiments and reflected, “I’m struggling to make sense of and do right by
every single one of my students when [the world] is changing every day.” She revealed that in
addition to the ongoing challenges of teaching ELL students, she did not know how to face the
outside influences of politics in the classroom “in this age of Trump, age of global warming, in
this age of school shootings” and handling the “speed of what is being said between Americans.”
Leithwood et al. (1994) suggest that few people understand the feeling of the persistent demands
on teachers and that a great deal of additional effort is required to implement changes
successfully. The teachers’ interviews reflected this sense of what Leithwood et al. (1994) refer
to as “demandingness” and the dilemma that is common among teachers of wanting to serve
every student as juxtaposed with the pragmatic demands of doing so.
Understanding Critical Race Theory Pedagogy
The organizational goal of implementing a new and diversified curriculum and
employing CRT pedagogy in English Language Arts instruction requires that teachers have
knowledge of CRT pedagogy. The survey results showed that teachers had little to no
knowledge of CRT pedagogy and the interviews revealed that there were very mixed feelings
and understandings of teaching through the lenses of race and power. This section explores these
two subthemes: teachers had no little to no knowledge of CRT pedagogy and teachers’ feelings
and understandings of teaching through the lenses of race and power.
Teachers had no little to no knowledge of CRT pedagogy. The findings in this study
showed that teachers’ knowledge of CRT pedagogy was vague. In the survey four of the six
teachers reported that they were “somewhat familiar” with critical race theory, while two of the
six teachers reported that they were “not familiar.”
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Figure 4. Teachers’ responses when asked to rate their familiarity with critical race theory
In the interviews, however, only one teacher, Participant 5, had any concrete knowledge
of critical race theory. She commented:
I can tell you what I’ve experienced in graduate school, but I don’t have experience of
how it’s implemented in classrooms . . . I got a lot of experience applying critical lenses
to different forms of literature . . . I was doing a lot with the notions of power, race and
ethnicity, as well as social and economic groups.
Of the other five teachers, three declared, “I don’t know what that is,” and two noted that they
“had an idea but couldn’t explain it well enough” to consider themselves knowledgeable. These
responses correlated more closely to the survey results which indicated that training in critical
race theory was relevant to their teaching practice, with four of the six participants “strongly
agreed” and two of the six participants “somewhat agreed” that CRT training was relevant.
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Figure 5. Teachers’ responses when asked to rate the relevance of training in critical race theory
to their teaching practice
These results suggest that some teachers have heard of CRT in some capacity, but do not
have in depth knowledge about CRT or a comprehensive understanding of CRT pedagogy and
terminology. Yet, the study revealed some divergent feelings and understandings about teaching
through the lenses of race and power.
Teachers’ feelings and understandings of teaching through the lenses of race and
power. In the interviews, the teachers had different feelings and understandings of teaching
through the lenses of race and power. When asked if it was necessary to teach English language
arts through the lenses of race and power the viewpoints ranged from feeling that it was
necessary to something personal, to being dependent on circumstances, or that they did not feel
comfortable doing it. Four of the six teachers shared that they thought that it was “important” to
teach literature through these lenses. Participant 1 explained:
I don’t think we should shy away from it. It’s something that they [students] most likely
have already seen but might not know how to unpack. So, in a place like an English
classroom, we get to break those words down. It’s good for them to have a safe spot
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where they can figure out what’s going on, where it might have come from in history, in
literature, in government, or whatever — how we got to where we are today.
This sense of importance was also noted by Participant 2, who acknowledged that teaching about
race can be “complex and unnerving,” but also felt that it was necessary because it was rooted in
students’ reality. Participant 2 said of students, “We have to look at what they are living with,
what they have been exposed to, what do they believe, what does their grandmother tell them
about religion or color?”
Participant 5 echoed the importance of teaching through the lenses of race and power, but
in contrast to Participants 1 and 2, expressed concern for the deeper pedagogical implications.
Participant 5 asserted:
I think that’s really, really important. I want to hear more from educators of color who
are thinking and working in these areas. I want to hear about how they think and what
they believe would be most effective. I want more to read. I want more conversations
about best practices with my colleagues. More sharing of not only the conversation
around race and power in the classroom, but the responsibility role — what the teacher’s
role in all of this is. What are the effective ways to meet students where they are and
make sure that they are having and inclusive, safe, and also really exciting learning
experience?
Rogers and Mosley (2006) assert that CRT recognizes racism as an enduring part of life in the
U.S. and works towards a goal of eliminating racial oppression as a part of a broader goal of
eliminating all forms of oppression. The responses of Participants 1 and 2 align with the
viewpoint that racism is an enduring part of American culture, while Participant 5 suggests in her
response that teaching through the lenses of race and power could have broader societal
implications and therefore requires pedagogical training.
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In addition to viewing teaching through the lenses of race and power as being necessary
because it is “important,” because it is an issue in society, Participant 3 viewed it as important
and personal. When asked how she felt about teaching through the lenses of race and power,
tears welled up in her eyes. She shared her personal story of struggling as a student:
I personally always felt like I wasn’t good enough. I felt like, and I have to be honest,
I’m not White — I can never be as good as they are with reading. They’re faster than I
am. They’ve learned this there, and I’m sorry I used the term ‘White’ but in general, I’m
not trying to stereotype, but, you know, I always felt like I was ten steps behind.
Participant 3 elucidated part of this was rooted in the fact that she had never had a teacher of
color and how this continues to be a problem: “I just don’t see a lot of people of color going into
education.” These personal experiences as an ELL student align with what research has found.
Kanno and Cromley (2012) assert that not only are ELL students more likely to drop out of high
school, but a disproportionate number of ELLs do not participate in higher education. Critical
race theory recognizes how racism has played a role in how schools are structured and in
educational practices (Solorzano & Yosso, 2001). Participant 3 also commented:
I do consider race and I do consider power a lot of times when I am teaching . . . I come
in with my perspective and my experience of what it felt like to be a student who didn’t
feel as confident because of that language barrier . . . I literally look at every single
student as a human being and the work and curriculum I present — it’s about the human
experience.
While Participant 6 did view teaching through the lenses of race and power as being important,
she mentioned that not all circumstances would allow that to happen. She said that there needed
to be a “sense of safeness in the classroom” in order to teach through those lenses and stated that
as a teacher the question “How can you have those conversations and have a respectful
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atmosphere in the classroom?” was something she had to consider. She remarked that “With
everything in the world you can’t ignore it and need to bring up topics” but also that in “some
places that is not possible,” referencing some of her previous teaching experiences in Texas.
Concerns about teaching about race were also shared by Participant 4 who commented that “I
think I’ve always been aware of looking at it [ELA] through the voice, the view of power —
which character has power and who has power. Race is a little bit more challenging for me,
personally.” When asked about what made it challenging, Participant 4 explained:
For a variety of reasons. One is that my education was very classical and dead White guy
oriented. So, there wasn’t a lot of ethnically diverse literature in my education . . . I just
got reading lists from other people to try and educate myself, but as far as teaching it, it
becomes a little bit more of a struggle because it is unfamiliar self-taught territory . . . I
don’t want to misrepresent.
Participant 4’s assertion that her education by means of the traditional literary canon, and a
predominantly “White and male voice” (Al-Shalabi et al., 2011; Tanner, 2010) presents her with
a conflict as a teacher.
Document analysis of teacher syllabi and the course curriculum guide support that there
are varied comfort levels with the discussion of race and power dynamics in the classroom. The
diversity of the texts taught across the curriculum varied per course and teacher. Some teachers
taught primarily the texts of dead White men, as is evident in the American Literature and British
Literature syllabi and course descriptions. While others incorporated one, sometimes two texts
that were not traditional canonical texts, such as the incorporation of The Woman Warrior by
Maxine Hong Kingston or Left to Tell: Discovering God Amidst the Rwandan Holocaust by
Ilibagiza, Immaculee in the AP Literature and World Literature syllabus and course descriptions
respectively. One hundred percent of the syllabi and course descriptions made no mention of
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any learning objectives centered on identifying, understanding, or comprehending race and
power dynamics as they connect to English Language Arts curriculum.
These varied feelings and understandings of teaching through the lenses of race and
power align with what research has found. Bensimon (2005) asserts that teachers have cognitive
frames that are shaped by their beliefs, expectation, values, and practices which cultivate the
types of circumstances in the classroom for students. Furthermore, these cognitive frames can
create or perpetuate unequal outcomes for students. Because all of the participants have varying
views on teaching through the lenses of race and power in the classroom, they are unknowingly
perpetuating a system of inequity (Bensimon, 2005; Johnson, 2005).
Research Question 1 Findings Synthesis
The study revealed that teachers understood through experience that the demographics in
their English Language Arts classrooms were changing and that there needed to be changes if
they were to meet all students’ needs. When it came to knowing exactly how to meet the diverse
student needs, however, teachers struggled with knowing exactly what to do and where to begin.
Teachers could identify the challenges students faced in their classrooms through prior and
current experience but did not have declarative knowledge of how classroom demographics were
shifting causing them to lack clarity in finding concrete solutions to meeting the needs of diverse
learners. In fact, the desire to meet the needs of every learner in their classrooms was a high
priority for all of the teachers. Most of the teachers expressed concern especially for the ELL
population. It was also common practice amongst all of the teachers to offer clearly defined
opportunities for help and support students outside of class time, indicating both that they valued
meeting the needs of every student and an understanding that the conditions of the classroom
environment did not allow them to meet the needs of every student.
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In addition to not having concrete declarative knowledge about the shifting demographics
of the U.S. classroom, the study found that teachers have a very vague understanding of CRT
pedagogy. The survey results and interview results yielded somewhat mixed results. In the
survey, four of the six teachers reported that they were “somewhat familiar,” while two reported
as being “not familiar” with CRT. Yet, in the interviews, only one teacher could articulate any
kind of understanding of CRT in a general sense. Furthermore, teachers had varying viewpoints
on teaching English Language Arts (ELA) through the lenses of race and power. While the
majority of the teachers viewed having the discussions about race and power as important, if not
critical to their instructional practices, they shared very different levels of commitment to
engaging in ELA instruction through these lenses. Some teachers felt it was important and
necessary, even personal, while others felt it depended on the teaching circumstances and
conditions, or that they were not personally qualified or comfortable with teaching through the
lenses of race and power. Hence, the study indicates that if teachers are to achieve 100%
implementation of the new diversified curriculum and employ CRT pedagogy in their English
Language Arts instruction, it will be necessary to address the gaps in knowledge and motivation
to do so.
Research Question 2
The second research question in this study explored what knowledge, motivational, and
organizational influences impacted the ability of St. Mary’s Women’s Seminary to implement a
new and diversified English Language Arts curriculum. While the data in the study validated
some of the knowledge and motivational influences and did not validate others, all of the
organizational influences were confirmed. In order to identify the important influences related to
achieving the organizational goal, the Clark and Estes (2008) gap analysis model was applied.
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This section explains the knowledge, motivational, and organizational influences related to
achievement of the organizational goal in this study.
Knowledge Influences on Implementing a New and Diversified ELA Curriculum
As discussed in the previous section on the findings of research question 1, there were
some knowledge gaps evident that influence the St. Mary’s Women’s Seminary English
Department teaching faculty’s ability to implement a new and diversified curriculum and employ
CRT pedagogy in their English Language Arts instruction. First, the teachers had basic
understanding of diverse classroom demographics, but the declarative knowledge levels varied.
In addition, the findings showed that teachers had some knowledge of cultural pedagogy, but no
little to no knowledge of CRT pedagogy. Hence, the first two influences will be discussed here.
Teachers lacked declarative knowledge of shifting classroom demographics.
According to the National Center for Education Statistics (2016), the demographic composition
of the classroom in the United States is shifting, projecting White student enrollment to decrease
and account for a projected 46% of enrollment by the year 2025. This indicates that by 2025,
White students will be outnumbered by other ethnic groups. According to NCES (2017) it is
projected that while Latino or Hispanic enrollment will continue increasing, the largest growth is
expected to be amongst Asian and Mixed Race students, who are forecasted to increase 21% and
23% respectively by 2025.
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Figure 6. National Center for Education Statistics (2017) projections for enrollment by ethnicity
for the year 2025
The findings from this study indicated that teachers did not have declarative knowledge
of these shifting classroom demographics. When asked about which ethnic groups teachers
believed would be present in their classrooms in 2025, teachers indicated that they understood
that the classroom would be diverse, with 100% selecting five out of the eight ethnic groups
listed in the survey as being present in their future classrooms. These ethnic groups included
White, Latino or Hispanic, Black or African American, American Indian or Alaskan Native,
Asian, Native Hawaiian or Pacific Islander, Mixed Race, and Other (see Figure 2). However,
when asked about the specific projected demographics in their classrooms in 2025, the teachers
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indicated that there was as likely a possibility that White students will be the largest group
represented in their classrooms as Latino or Hispanic students (see Figure 3). These findings
show that while teachers have general understanding of the changing composition of their own
classrooms, they lack declarative knowledge about the shifting demographics nationwide.
According to Bensimon (2005), research indicates that in order to provide equity and access for
all students, tracking and understanding the specific components of the diversified classroom is
essential. According to the findings in this study, the English Department teaching faculty does
not currently have the declarative knowledge necessary to provide equity and access to all
students.
Teachers had some knowledge of cultural pedagogy, but no little to no knowledge of
CRT pedagogy. In addition to employing CRT pedagogical practices, Gay (2018) asserts that in
order to address the persistent marginalization of students of color and diverse backgrounds,
systemic reform in how teachers recognize, honor, and incorporate personal abilities of students
into their teaching strategies is essential. When asked about their personal instructional practices
in affirming the cultures of diverse learners and teaching English Language Arts, the teachers
once again yielded mixed results in the survey and interviews. In the survey, when asked to rate
their familiarity with cultural proficient teaching pedagogy, with four of the six participants rate
their familiarity as “somewhat high” and two of the six participants rated their familiarity as
“somewhat low.”
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Figure 7. Teachers’ responses when asked to rate their familiarity with cultural proficient
teaching pedagogy
Several of the teachers when asked about how culture impacts their approach to teaching
their curriculum asked for a clarifying definition of culture. All of the participants commented
that “school culture” impacted how they approached the curriculum, citing the fact that the
school was Catholic and all-girls. But when asked about the varying cultures of students in their
classrooms, their approaches were varied and there was a general lack of declarative and
procedural knowledge. All of the participants identified the culture of the ELL students,
especially those who came over the border every day from Mexico, as something they needed to
consider. Participant 3 reflected, “I think about this often because it is a bit of a struggle.” She
emphasized as a speech teacher that “because of the nature of the curriculum and the focus on
speech being a ‘human experience’” regardless of what language her students spoke, that it was a
“curriculum that allowed for the cultural barrier to be broken.” She connected this to her own
experience as an ELL and conveyed that because in this class students were “researching their
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own topics” and “all sharing,” they learned to be more “compassionate towards others.”
Participant 1 also considered the culture of her students, but through a slightly different lens than
the others. In line with the other teachers, she expressed that she was “always thinking about
language because honestly that’s the biggest” challenge she saw in regard to student culture.
Participant 1 emphasized the challenges of meeting the needs of ELL students and described that
she focused a lot on designing opening activities that would tap into their “anticipatory sets, like
bridging activities.” Yet, while she was concerned with how they connected to the literature and
“what they will understand because it’s their own world,” she expressed considering not just the
ethnic and school culture, but “their own culture of being a teen right now.”
On the other hand, Participants 2, 4, 5, and 6 more specifically cited incidents wherein
they reached out to their students to better understand their ethnic culture or to draw on their
knowledge to help other students. Participant 2 shared how she felt “culture was important
because we are always trying to pull on that prior knowledge” and that it was essential to “draw
on the cultures of all students.” For instance, she described “having girls share about their
customs, their traditions, and their connections to themes” when studying a piece of literature as
way to drive instruction and lead into “real conversations.” Participant 4 disclosed that she had
open dialogue regularly with her students and would frequently ask them to share from their own
personal experiences. For instance, she shared an instance where she had several Chaldean
students in her class and she asked them in relation to a text about their experiences and feelings
about arranged marriage. Participant 4 emphasized, though, that these questions were always
asked with respect. She clarified that “I’m respecting everyone and I’m treating everyone with
respect. And I often ask them to share in class because I want the rest of the students to
understand too.” This approach is validated by the consistent statements about respect in the
document analysis of the course syllabi as referenced earlier.
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Participant 5 shared similar sentiments about having open dialogue with her students
about culture. She referenced being sensitive to not picking a text “just because it is an Asian
text,” but that it was important to “place people of color in positions of the hero, in positions of
normal, in positions of every day.” Participant 5 went on to discuss how she has in depth
conversations about identity and language in order to move towards “developing units of
learning around cultural values and ideas, especially when those cultural values and ideas
intersect in our classrooms.” Participant 6 also described having an open dialogue about culture
with her students, particularly in her World Literature Honors class. In the class, the students
complete a project that focuses on their own culture from the beginning of the course and
becomes a foundational activity that they come back to repeatedly over the year through
reflection and sharing activities. These approaches are in line with the assertions of Gay (2018)
that due to the increasingly ethnically, racially, and economically diverse American classroom,
culturally responsive teaching is mandatory in order to recognize the humanity and rights of
every student. Gay (2018) also asserts that because stories are powerful means of recognizing
the complex humanity of students while building bridges across factors that might be separating
such as race, culture, gender, and social class, they have the potential to penetrate barriers to
understanding and cultivate empathy.
Yet, in spite of the varied individual efforts of teachers to recognize the individual
cultures of their students, there remained a declarative and procedural knowledge gap in their
understanding of culturally relevant pedagogy. Document analysis of the course syllabi and
course curriculum guide revealed that the core texts remain predominantly those of dead White
men. Culturally relevant pedagogy and CRT pedagogy support the employment of diverse
literary texts because they allow students to visualize and develop positive racial identities,
interracial relationships, and develop a cognitive understanding of racial injustices (Wanless &
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Crawford, 2016), and can help students cross “cultural borders” (Gay, 2018, p. 161). In this
study, the teachers shared that they valued students’ individual identities and approached
incorporating those identities into class in different ways, but did not exhibit having concrete
declarative or procedural knowledge of how to formalize this practice in an in-depth way, as
indicated in the survey results and document analysis. According to Al-Shalabi et al. (2011), if
anthologies of American literature fail to include ethnic literature, it becomes the responsibility
of instructors to incorporate this literature into their courses to broaden the students’ views of
American cultures and encourage acceptance by demystifying the unfamiliar. But, if the
incorporation of these texts is left to individual teachers, the system of oppression that Johnson
(2005) describes remains imperforated because individual teachers bring their own sense of what
is “normal” and “natural” into the making of these decisions (Bensimon, 2005).
Culturally relevant pedagogy provides a foundation for employing CRT pedagogical
practices. According to Solorzano and Yosso (2001), critical race theory (CRT) recognizes the
role racism has played in how schools are structured and in educational practices (i.e.,
curriculum, tracking, teacher expectations, standardized and intelligence testing, etc.).
Furthermore, CRT also challenges dominant ideology, makes a commitment to social justice,
recognizes the value of experiential knowledge, and analyzes race and racism from an
interdisciplinary perspective by placing them both in historical and contemporary perspective. In
this study it was found that teachers lacked both the declarative knowledge of what CRT is and
the procedural knowledge of how to change their current educational practices to be more
inclusive. When asked directly about their familiarity with CRT, the survey and interviews
yielded mixed results. In the survey, four of the six teachers reported that they were “somewhat
familiar” with critical race theory, while two of the six teachers reported that they were “not
familiar” (see Figure 4). Yet, in the interviews, Participant 5, who was the only teacher who had
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any concrete knowledge of critical race theory, shared that in graduate school she had done “a lot
with the notions of power, race and ethnicity, as well as social and economic groups,” but “I
don’t have a lot of experience with how it’s implemented in classrooms.” Three of the
remaining teachers stated, “I don’t know what that is,” and two stated that they “had an idea but
couldn’t explain it well enough” to consider themselves knowledgeable. These statements in the
interview support the survey results that indicated that training in critical race theory was
relevant to their teaching practice, with four of the six participants “strongly agreed” and two of
the six participants “somewhat agreed” that CRT training was relevant (see Figure 5).
Furthermore, Solorzano and Yosso (2001) maintain that engaging students in four
primary ways in the curriculum will help teachers and students better understand and challenge
race in the classroom. The four practices include the following: (1) Define, analyze, and give
examples of the concepts of race, racism, and racial stereotypes; (2) Identify racial stereotypes in
film, television, and print forms of media that are used to justify attitudes and behavior towards
students of color; (3) Identify racial stereotypes in professional settings, show their relationship
to media stereotypes, and then examine how both are used to justify the unequal treatment of
students of color; (4) Find examples within and about communities of color that challenge and
transform racial stereotypes (Solorzano & Yosso, 2001). Document analysis of teacher syllabi
and the course curriculum guide found that none of the current English courses identified these
practices specifically as learning objectives. All of the syllabi did include, however, as
referenced before, a clause or paragraph focused on respecting all people. Participant 2 wrote in
her syllabus, “we believe in treating every single living being (human, plant, and animal!) with
the same respect” in order to emphasize the point. When asked about teaching through the
lenses of power and race, however, the teachers had very mixed perspectives.
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While all of the teachers on some level expressed that they believed there was importance
of bringing the issues of race and power into classroom instruction, teachers had varied
approaches and some teachers shared that they did not know how to handle those conversations.
For instance, Participant 5 shared that she had the students be “self-reflective” and then “talk
about the different forms of privilege, the history of race, specifically in the United States but
also other parts of the world.” Participant 2 similarly asserted that “lots of reflection” was
important and that in an ELA classroom, analyzing a lot of “personal narratives, from those who
have experienced racism and oppression” was necessary. The practice of using narrative and
reflection to convey experiences of oppression is an example of CRT pedagogy, indicating that
these teachers may have a vague understanding of procedural knowledge of CRT. Yet, while
these two approaches embody some elements of CRT pedagogy, they only represent a partial
approach. Ortiz and Jani (2010) assert that merely appreciating and understanding marginalized
nondominant group culture is not sufficient in CRT because transformative social action in
pursuit of social justice is a critical objective. Sharing a different perspective, as referenced
earlier, Participant 6 pointed out that there needed to be a “sense of safeness in the classroom” in
order to teach through those lenses and this was determined by whether or not the classroom had
a “respectful atmosphere.” She commented that “With everything in the world you can’t ignore
it and need to bring up topics” but also that in “some places that is not possible.” Participant 4
also disclosed that she had concerns about teaching about race “not for a lack of thinking it’s
important” but more out of a concern that she wanted to “be very careful in how I present this
and how I talk about it.” Document analysis revealed that the majority of the curriculum
outlined in her syllabus is of dead White men, but like Participants 2 and 5, she explained that if
she were to teach English Language Arts through the lenses of race and power, “it would be
pieces of literature that would talk about the struggles of people, that individuals and groups of
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people faced because of their lack of power, linking it to race as a component.” These findings
are in line with what Ortiz and Jani (2010) assert is necessary for effective teaching of diversity.
The researchers explicate that CRT requires an examination of social structures, institutions, and
ways of knowing and being in order for the discussions to transform the institutions that
perpetuate systems of oppression. The results of this study indicate that individual teachers may
or may not have instincts that align with CRT pedagogical practices. But as a whole group, these
teachers have varying viewpoints about teaching through the lenses of race and power leaving
them with a lack of both concrete declarative and procedural knowledge of CRT.
Motivational Influences on Implementing a New and Diversified ELA Curriculum
At the onset of this study, there were two assumed motivation influences established.
The first was that teachers needed to have attainment value, or view the learning required to
implement the new and diversified English curriculum and CRT pedagogy as important to them
personally. The second was that teachers needed to see the cost value of investing in the training
to implement the new curriculum, or that the training was not a waste of their time. The findings
revealed that teachers highly valued meeting the needs of diverse student learners, and were even
willing to sacrifice personal time to do so, but struggled in knowing how to meet the needs of all
learners consistently.
Teachers highly valued meeting the needs of diverse student learners. The teachers
in this study frequently expressed concerns with meeting the needs of “all of my students.”
Document analysis confirmed that meeting students’ needs was a priority for teachers because
every syllabus contained a statement to students in some capacity that resembled the statement in
Participant 4’s syllabus, “I want you to be successful, so please contact me.” Consistently, all of
the syllabi listed specific times teachers were available outside of class, how they could be
contacted, and some teachers even included the times they specifically checked their school
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email and how long to expect to wait before a response so students fully understood their
availability. Participant 2 reflected that “I think we need to embrace all students and meet them
from where they are coming.” In addition, as discussed previously, the teachers all expressed
concerns over meeting the needs of their ELL students, noting in particular “the students who
crossed the border every day.” For instance, Participant 1 shared an example of how she tried to
meet student needs in her classroom:
The ELL students that we have here, they are students who choose to come here, to apply
here, but they’re also going back home to places either across the border or to households
that will be predominantly rooted in their first language, which is mostly Spanish.
Because of that, they’re not practicing English skills at home in the way that other
situations might require. So, I brought in poetry that was in both Spanish and English
and that kind of opened the door.
In this situation, Participant 1 illustrated how she went beyond what was required in order to try
and meet the needs of the ELL students in her classroom, demonstrating a high value of meeting
diverse student needs.
Furthermore, teachers expressed a uniform concern for changing to meet students’ needs.
For instance, Participant 6 explained that as part of her process she focuses on “continuing to
evolve” so that she can “incorporate what’s best for them.” She disclosed that “every year I
reevaluate.” Additionally, Participant 6 revealed that she recognized that the demands on
students had changed over the years. She expounded that she had “seen no tech in the classroom
to all tech in the classroom” so “continuing to evolve with that” was also important to “be able to
incorporate what’s best for them [students].” This sentiment was echoed by Participant 3, who
remarked that “I’m the type of teacher who needs to be constantly learning new tools and tricks
to bring into the classroom . . . because their world is changing, and I want to be current with
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that, to really accommodate them with that.” These statements are consistent with researcher
indicating that teachers’ commitment to change is driven by personal identification with the
goals, values, and norms of a school organization on a moral basis (Leithwood et al., 1994) and
their social status and position as teachers (Hynds, 2010).
Teachers found meeting the needs of all students challenging but demonstrated a
willingness to learn and invest their time to do so. The findings of the study revealed that
teachers were challenged to meet the diverse needs of their students but were willing to invest
their time in learning for the benefit their students. In the survey, when asked if they believed
that training in new curriculum practices was a valuable use of their time, 100% of the teachers
selected that they “strongly agree.”
Figure 8. Teachers’ responses when asked if they believed that training in new curriculum
practices was a valuable use of their time
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This finding was supported by several statements made by the study participants. For
instance, Participant 3 noted that “If we’re going to bring in new curriculum, then we also need
to be current with the way their world is changing to be able to assimilate that new curriculum to
their world.” Similarly, Participant 2 commented that “I believe the job of a teacher is to never
stop learning, and if you feel that ‘Hey, I have all the best practices’ or ‘I’m the best and I know
everything,’ then you absolutely know nothing.” Participant 2 also felt that she needed training
to meet the needs of all of her students, especially her ELL population. She explained that she
would “love training to help students who struggle in writing” and training with “ELL students
— that struggle, I would love that.” Likewise, Participant 4 disclosed how she was constantly
engaged in a cycle of learning in order to meet the needs of her students, but also noted that after
23 years of teaching, “I worry that the demands on the English teacher are such that it’s difficult
to sustain for a long period of time without turning angry and bitter.” She declared that she
“enjoyed her time with her students” but also recognized that “I’ve been teaching for decades”
and her training being literally in English literature meant that if she did not have new training,
diversifying the literature options could “put me out of business.”
In spite of the universal willingness to learn in order to reach the needs of their students,
the teachers felt certain types of professional development were more valuable and worth their
time than others. In the survey, the teachers unanimously agreed that “professional development
specific to my content area” was the most valuable.
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Figure 9. Teachers’ responses when asked what type of professional development they found to
be the most valuable
This finding is consistent with the research findings that teachers’ pragmatic beliefs about
the demands of their jobs will influence their commitment to tasks (Leithwood et al., 1994) and
that there is a significant need for teachers to see value in a task personally if they are to be
motivated in engaging in it (Hynds, 2010; Leithwood et al., 1994). For instance, when asked to
describe a really valuable professional development opportunity that she had participated in,
Participant 1 replied, “The National Convention of Teachers of English [NCTE]” because the
participants and presenters were “like minded souls” where things were taught in “75 minute
sessions where they had us actively doing . . . and had us actually do it and they walked us
through what that experience was like.” Participant 1 placed high value on the content,
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practicality, and time components of the training. Participant 5 also expressed that NCTE had
been especially valuable because “you’re basically just given a pile of resources” that could be
applied immediately in the classroom, while Participant 2 really found her attendance at a
National Writing Project workshop valuable because the presenter “did not lecture us” but
engaged the attendees in “an activity that I have used with both my freshmen and my juniors.”
These responses indicate that teachers place a high premium on being able to apply their
professional development immediately into their classroom practice.
When asked about the types of professional development opportunities teachers had
participated in over the last 18 months, the survey yielded results that are consistent with these
statements. One hundred percent of the study participants had participated in professional
development related to their subject matter, 83% had participated in educational conferences or
seminars, and 67% had partaken in mentoring and/or coaching opportunities.
These findings are consistent with the teachers’ statements that they were willing to
invest their time in professional development and that they found training in their content areas
to be the most valuable kind. The teachers’ responses are also consistent with research findings
that attest that focusing on the importance and utility of content will increase learner value for
the task and increase motivation (Pintrich, 2003). In this case, teachers have demonstrated that
they value learning new ways to meet the needs of their students immediately and directly,
therefore they prefer learning opportunities that involve practical application to their
instructional practices.
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Figure 10. Teachers’ responses when asked what types of professional development they had
participated in during the last 18 months
Organizational Influences on Implementing a New and Diversified ELA Curriculum
In this study there were four potential organizational influences investigated, including
two cultural model influences and two cultural setting influences. The first cultural model
influence was the English Department teaching faculty’s willingness to accept and implement a
new English curriculum. The second cultural model influence was the level of trust the English
Department teaching faculty holds in the administration. The first cultural setting influence was
the English Department teaching faculty’s need for time to implement the new English
curriculum. The second cultural setting influence was the need for professional development to
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implement the new curriculum. All of these organizational influences were validated by the
findings of the study and will be discussed in this section.
English Department teaching faculty’s willingness to accept and implement a new
English curriculum. The findings of the study revealed that while teachers felt challenged to
meet the diverse needs of their students, they did not necessarily believe that the English
Department would be amenable to changing the current curriculum. In the survey, when asked if
the English Department was willing to implement a new curriculum to meet the changing
demographics of the school community, four of the six teachers selected that they “strongly
agree,” while two selected “somewhat agree.”
Figure 11. Teachers’ responses when asked if the English Department was willing to implement
a new curriculum to meet the changing demographics of the school community
One potential explanation for this is that the department does not have enough data to
cause serious discomfort and disequilibrium or enough psychological safety to see a possible
solution for a problem without losing a sense of identity or integrity (Schein, 2010) when
considering changing the current curriculum. For instance, Participant 3 noted, “when they go
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off to study other places, they need to be familiar with Shakespeare. They need to be familiar
with Chaucer. They need to know these key authors’ declarative knowledge because it’s
essential.” Participant 3 expressed concern over the students’ “credibility” if they moved beyond
St. Mary’s and did not know the canonized authors. Likewise, Participant 5 shared that she has
had these same concerns when she has changed something in the curriculum of her own volition.
She disclosed that she worried about “the content of the curriculum” being a “set of texts which
was not very inclusive at all,” but that she “was afraid not to use the canon” because she was
concerned with the “intellectual currency” of her students “with other white people in college.”
Participant 4 expressed a willingness to change “if it’s going to benefit the students” but also
commented “if that’s the way things are going,” indicating that there would be risk in changing if
there was not a universal acknowledgment for the need to change. Hence, while the English
Department may recognize a need to change, there remains a concern that straying from the
canon will do more harm than good for the students. These findings align with the research that
shows that if teachers view and accept White male literature as the “natural” standard of
excellence, then the literature of people of color and other inherent differences becomes
categorized in the system as either of inferior quality, irrelevant, or invisible (Johnson, 2005) for
the sake of cultural inheritance of a common vocabulary and references (Jenkyns, 2007).
The level of trust the English Department teaching faculty holds in the
administration. The findings of the study revealed that the English Department held mixed
views on how much they trusted and felt supported by the administration. In the survey, when
teachers were asked if they believed the administration at St. Mary’s would provide the support
they needed to implement a new curriculum, the results were mixed. Four of the six teachers
selected that they “strongly agree,” while one selected “somewhat agree,” and one selected
“somewhat disagree.”
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Figure 12. Teachers’ responses when asked if they believed the school administration would
provide the support they needed to implement a new curriculum
Some teachers felt very supported by the administration. Participant 3 asserted that “I
feel like we have a very supportive administration when it comes to teaching, when it comes to
curriculum instruction.” She felt that as long as there was “good evidence” and “data” and that
the changes were what were best for the students and “aligned with our mission,” that the
administration was supportive of teachers getting the training they needed to make changes.
Similarly, Participant 5 felt that when she had gone to administration because she was dealing
with some issues in the classroom where she felt “emotionally overwhelmed,” that she was told
“you’re a great teacher and you’re doing a great job,” and given the support she needed to handle
the problems. She further elaborated that the department had been given the opportunity to
attend the National Council of Teachers of English (NCTE) conference because collaboration
was valued by the administration and “I feel like our department is always modeling that. So, if I
wanted more PD, I feel like I would get it immediately, because that’s already happening in
November.”
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On the other hand, some teachers felt unsure. Participant 2 shared that she felt that were
she to ask for professional development if she needed to teach differently in the classroom that “I
think it depends on the administrator.” She explained “I think there are some administrators that
it’s about appearance” and “I feel that there are administrators here who care about the realities.”
This statement is supported by the research of Leithwood et al. (1994) that indicates that teachers
feel that few people understand the feeling of the persistent demands on teachers and the
significant additional effort that is required to implement changes successfully. Participant 2
expanded on how “they’ve [the administration] provided professional development once a
month, which has been great,” but also did not always feel that the professional development was
as relevant as it could be and would be better if the administration “listened to us in terms of this
is what we need.” This sentiment was echoed by Participant 6 who explained “I just think they
need to ask teachers what they need. I mean just flat out.” These responses indicate that the
teachers acknowledge that they are given professional development opportunities by the
administration, and that those opportunities might be well-intended, but also that there is a lack
of communication between the administration and faculty about what kind of professional
development is most suited to their needs. In reference to the efforts to provide professional
development for teachers, Participant 1 concluded, “It’s kind of a work in progress.” These
findings align with the assertion by Bolman and Deal (2013) that asserts at the center of any trust
relationship is clear consistent communication and that organizational effectiveness depends on
the quality of interpersonal dynamics. The findings of the study suggest that there would need to
be an improvement in both the trust relationship and communications between the English
Department and St. Mary’s administration if the implementation of a new and diversified
curriculum were to be successfully implemented.
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The English Department teaching faculty needs time to implement the new English
curriculum. The findings of the study revealed that the English Department felt they would
need time to implement a new curriculum. Teachers have many demands on their time that few
who have not been teachers understand (Leithwood et al., 1994). When asked what support
would be needed if teachers were to implement a new curriculum in the future, teachers shared
varying types of support they would prefer, but universally time was a factor they all felt
teachers in general would see as being necessary. For instance, Participant 3 observed, “They’re
going to need time. They’re going to need time to go ahead and research and have PD
experiences, to not be overworked by the millions of things that we have here.” Participant 2,
likewise, noted that “practice time” was important because even though she had been teaching
for many years, she had found that the first time she taught something she was still learning how
“to do it right” and that “often a professional development comes at a time of the year where you
couldn’t make major changes.” Furthermore, Participant 2 stated that the effectiveness of the
training was directly linked to valuing teachers’ time. She asserted “If a presenter is respectful
of teachers and their time and the experiences they’ve had and is honoring that, I think that’s
really important as far as professional development — that can go a long way.” Looking at time
from a different angle by giving an example of feeling the pressure of time, Participant 5
revealed how she was working with other members of the department to improve their
approaches to the freshman curriculum. She elucidated that it was challenging because “It’s our
first time” working together as a team and “we haven’t had a lot of time to meet” so “the actual
day to day implementation is very different across the board.” Participant 6 also mentioned how
time was a factor because “without time to do these things, these things we want to do for the
kids, it becomes very difficult.” Participant 2, however, proclaimed very succinctly, “I think
time is my biggest enemy. There’s just not enough time.” These findings suggest that there are
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many demands on teachers’ time, and that teachers recognize this as a standard concern across
the profession. In this study, the teachers articulated that they need time to learn about a new
curriculum, to practice implementing a new curriculum, and to meet together to collaborate and
ensure that the curriculum is implemented relatively uniformly in all of the classes. This finding
is consistent with the research that has found that teachers are reticent to implement significant
curriculum and instructional changes because they feel so many diverse demands on their time
(Leithwood et al., 1994), and that the perception and experience of time is central to how any
group functions (Schein, 2010). Hence, the findings indicate that time would be an
organizational influence if teachers were to successfully implement a new and diversified
English curriculum.
The English Department needs professional development to implement the new
curriculum. Research indicates that if employees are to be expected to perform in a way that
requires new knowledge or skills, they must be provided with the necessary formal and informal
training (Clark & Estes, 2008; Schein, 2010). In this study, just as teachers shared that time
would be a factor in implementing a new curriculum, all of the teachers felt they would require
professional development if they were asked to teach a new curriculum. As previously
referenced, teachers in this study highly valued meeting their students’ needs, but also expressed
frustrations with their ability to serve all learners and having the time to engage in the training
they needed. There was a general recognition among these teachers that continual learning and
professional development was a part of their job if they were to be effective. For instance,
Participant 1 explained that:
because we’re a diverse faculty, we have a huge gap in years of experience. So, we have
these new teachers who need so much mentorship and help and assistance, and room to
grow. Then we have these awesome veteran teachers that also need to grow.
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Participant 3, however, cited more specifically that as a teacher when “dealing with different
demographics, different types of students,” that despite her years of experience, “some of us still
need to have more training in that” in order to be sure that teachers were meeting “the potential
of the students here at this school” and not “missing one.” In addition, Participant 4 felt the
continual support beyond a traditional professional development would be needed. She cited that
having a professional coach, or someone “who has the ability to go into classrooms, a variety of
classrooms, and help teachers find resources and materials” would be valuable. She remarked
that she thought this type of professional development would be “the most beneficial because
that person would also be able to offer support on a regular basis — for anything. New
curriculum, changes in the classroom style, projects.”
In addition to citing the personal benefits and need for professional development in order
to continue being effective as a teacher, teachers also noted the importance of “sharing as a
team.” For instance, Participant 5 declared that she saw professional development not only
necessary for her own practice, but for the department as a whole. She reflected:
Because teachers don’t have a lot of time, I want to be able to hear about the justification
and what to do, and then I want to be able to talk to my colleagues about the best way to
do that, how to vertically align, so that we’re not all doing the same thing but building on
skills and learning how to do this together as a team.
Participant 5 asserted that in order to be effective in implementing anything learned in a
professional development session, there was a need to “get together as a department and reflect
on what the PD has offered. I find that brainstorming ideas is so important because I think that
your practices get stale if you’re not constantly learning about new ways to teach.” These
findings are supported by research that has found that effective training can improve work
quality, morale, productivity, and foster teamwork (Grossman & Salas, 2011), while changes
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implemented in the workplace without training inevitably fail (Clark & Estes, 2008; Schein,
2010). Hence, the findings indicate that comprehensive and ongoing professional development
would be essential if teachers were to successfully implement a new and diversified English
curriculum.
Research Question 2 Findings Synthesis
Similar to the findings in Research Question 1, the data revealed that teachers had basic
understanding of diverse classroom demographics, but the declarative knowledge levels varied.
In addition, the findings showed that teachers had some knowledge of cultural pedagogy, but
little to no knowledge of CRT pedagogy. In spite of these knowledge gaps, the data showed that
teachers highly valued meeting the needs of diverse student learners and were even willing to
sacrifice personal time to do so. At the same time, however, teachers expressed specific
concerns about the demands placed on their time and that they struggled in knowing how to meet
the needs of all learners consistently. The findings also indicated that if teachers were to
implement a new curriculum, the teachers would want to see value in that curriculum, both for
their student population and on a national level. Teachers were concerned with their students’
performance beyond St. Mary’s and were aware that what they did could have a broader impact
on students’ futures. Furthermore, the data indicated that there would need to be an improved
level of trust and communication between the English Department teaching faculty and the
administration. The teachers expressed varied perspectives on the type of support that was
provided by the administration, regardless of what the intentions of the administration might be.
Finally, the data demonstrated that teachers valued continuing to learn in order to meet the needs
of their students, but that there were definitely some types of professional development that they
had found to be more effective than others. The teachers articulated that if they were to
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implement a new curriculum or be expected to teach in a new way, there would definitely be a
need for comprehensive, ongoing, and differentiated professional development.
Summary
The findings from the analysis of the survey, interviews, teacher syllabi, and course
curriculum guide demonstrated that it was clear that the St. Mary’s English Department teaching
faculty’s ability to implement a new English curriculum and employ CRT pedagogy is
influenced by a number of factors. It was clear from the findings in all three instruments that the
teachers’ desire to meet the needs of all of their students was a high priority. Teachers uniformly
placed significant importance on reaching all students, but also felt that there were factors that
impeded their ability to do so. One impediment that emerged in the study was the fact that
teachers lacked comprehensive declarative knowledge on the shifting demographics of their
classrooms. Teachers largely relied on instinct to serve the needs of diverse student populations
and did not have knowledge of how the demographics in their classrooms compared nationally or
the potential approaches that could be employed to meet diverse learner needs. Teachers also
identified an ongoing need and desire for learning, but were challenged by the constraints of
time, access to relevant professional development, and consistent administrative support and
communication.
The demographic composition of the classroom is rapidly changing in the United States
and becoming much more diverse. Yet, a highly diverse population in the classroom is not
reflected in the current curriculum standards. Numerous studies indicate that the current
educational system fails to provide equity and access to all students (Al-Shalabi et al., 2011;
Bensimon, 2005; Corson, 2001; Dayal, 1996; Dowd & Bensimon, 2014; Fry, 2003; Johnson,
2005, 2006). One such example of this failure is the perpetuation of the “literary canon” in the
English Language Arts classroom because it creates a non-inclusive curriculum experience for
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students of diverse backgrounds and perpetuates a system of inequality. Providing a curriculum
that reflects the multiplicity of students and prepares these students to become productive
members of society is essential to providing equity and access for all students (Bensimon, 2005;
Dowd & Bensimon, 2014). Thus, it is necessary to implement an ELA curriculum that is
reflective of this diversity and that employs teaching practices that ensure equity and access for
all students. Accomplishing this, however, would require comprehensive organizational and
cultural change over time. Recommendations on how to address the obstacles in implementing a
new and diversified English Language Arts curriculum and employing CRT pedagogy at St.
Mary’s Women’s Seminary in order to better meet the needs of a diverse population will be
discussed in Chapter 5.
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CHAPTER 5
DISCUSSION AND RECOMMENDATIONS
In the previous chapter, the assumed influences of this study were validated through
quantitative and qualitative data analysis and organized into categories based on identified
knowledge, motivational, and organizational challenges. Chapter 5 will analyze the significance
of these findings through the use of theoretical principles to provide recommendations to address
areas needing improvement. As in Chapter 4, these recommendations will be aligned with
validated knowledge, motivational, and organizational influences. Furthermore, in order to
improve the likelihood of successful implementation of solutions, the recommendations are both
context-specific and research-based. Chapter 5 also explains how the New World Kirkpatrick
Model (Kirkpatrick & Kirkpatrick, 2016) will be employed to implement the recommendations
and evaluate their impact. The New World Kirkpatrick Model is devised of four levels and
suggests that evaluation plans begin by identifying desired results at Level 4, and then working
backwards from that through each of the other three levels. The four levels include Level 4:
Results, Level 3: Behavior, Level 2: Learning, and Level 1: Reaction. Effective adoption of the
New World Kirkpatrick Model will provide critical insight as to whether or not the
recommended solutions are yielding the desired results in achieving the stakeholder goal of
implementing a new and diversified English curriculum and employing CRT pedagogy at St.
Mary’s Women’s Seminary.
Recommendations for Practice to Address KMO Influences
Knowledge Recommendations
Introduction. As data collection in this study is complete, the knowledge influences in
Table 5 represent the two knowledge influences that were validated based on the analysis of the
data and information gathered in the literature review process. According to Krathwohl (2002)
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and Rueda (2011), declarative knowledge is essential because it is foundational knowledge. This
foundational knowledge is necessary to successful implementation of new procedures or
conceptual knowledge (Clark & Estes, 2008). Thus, in the case of this study, teachers will need
to have knowledge of shifting demographics in the classroom in order to know how to
implement CRT pedagogical practices in their own classrooms. Hence, Table 5 presents
recommendations that are both context-specific and research-based.
Table 5
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence Principle and Citation
Context-Specific
Recommendation
Teachers need
knowledge of the shifting
demographics in U.S.
classrooms. (Declarative-
Factual)
How individuals organize
knowledge influences how they
learn and apply what they know
(Schraw & McCrudden, 2006).
Inform teachers of the
changing demographics in
U.S. classrooms as the
premise of identifying the
demographics of their
learners every year.
Teachers need
knowledge of how to
incorporate critical race
theory (CRT) practices in
their classrooms.
(Procedural)
To develop mastery, individuals
must acquire component skills,
practice integrating them, and know
when to apply what they have
learned (Schraw & McCrudden,
2006).
Modeling to-be-learned strategies
or behaviors improves self-efficacy,
learning, and performance (Denler
et al., 2006).
Effective observational learning is
achieved by first organizing and
rehearsing modeled behaviors, then
enacting them overtly (Mayer,
2011).
Provide teachers an
instructional coach to
model the steps of CRT
best practices in their
classrooms.
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Declarative knowledge solutions, or description of needs or assets. Declarative
knowledge is a type of knowledge that includes facts, definitions, and other specific content
elements that individuals must know in order to be acquainted with a discipline or solve
problems in that discipline. It is foundational knowledge (Krathwohl, 2002; Rueda, 2011).
Teachers need this type of foundational knowledge of the shifting demographics in U.S.
classrooms (Declarative-Factual). Schraw and McCrudden (2006) found that how individuals
organize knowledge influences how they apply what they know. This research would suggest
that informing teachers of governmental statistics about the changing demographics in their
classroom would influence how they apply their knowledge of teaching English Language Arts.
The recommendation for teachers, then, would be to inform them of governmental statistics of
the changing demographics as the premise of identifying the demographics of their learners
every year.
Bensimon (2005) describes how teachers’ cognitive frames, or ways by which an
individual understands a situation, are an important factor in creating or perpetuating unequal
outcomes for their students. The researcher further asserts that to create a school environment
that fosters equity and access, schools must disaggregate data on student outcomes based on
race/ethnicity and gender to self-assess progress towards equity. This research suggests that
factual knowledge of classroom demographics is essential to teachers’ ability to implement a
new English curriculum and employ CRT pedagogy.
Procedural knowledge solutions, or description of needs or assets. Procedural
knowledge is the knowledge of how to do something or the specific steps of performing a task
and can also refer to methods of inquiry, specific or finite skills, algorithms, techniques, and
methodologies required to complete a task (Krathwohl, 2002; Rueda, 2011). Teachers also need
knowledge of how to incorporate CRT practices in their classrooms (Procedural). Schraw and
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McCrudden (2006) attest that to develop mastery, individuals must acquire component skills,
practice integrating them, and know when to apply what they have learned. Furthermore,
modeling to-be-learned strategies or behaviors improves self-efficacy, learning, and performance
(Denler et al., 2006). This research would suggest that teachers need opportunities not only to
learn factual knowledge about classroom demographics and CRT practices, but that they need
the opportunity to both implement these new CRT practices and observe them being modeled in
classrooms similar to theirs. Mayer (2011) states that effective observational learning is
achieved by first organizing and rehearsing modeled behaviors, then enacting them overtly.
Thus, the recommendation would be to provide teachers with an instructional coach to model the
steps of CRT best practices in their classrooms.
Carlisle and Berebitsky (2011) studied the effectiveness of having an instructional coach
in a study that examined the potential benefits of providing teachers with sustained support and
guidance for teachers’ learning from a professional development program when implementing
new literacy practices. Using control and experimental groups, the support of an instructional
coach led to improved teacher practices and student outcomes in the experimental group. As
such, the recommendation being made in this case study is that teachers may also benefit from
having an instructional coach who can model and support the implementation of CRT best
practices in their classrooms.
Motivation Recommendations
Introduction. As data collection in this study is complete, the motivational influences in
Table 6 represent the two motivational influences that were validated based on the analysis of the
data and information gathered in the literature review process. According to expectancy value
theory, individuals are motivated to choose, persist, and expend effort on a task when they expect
or believe they can do the task and when they find value in the task (Eccles, 2006). The two key
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questions considered by this theory are: (1) Can I do the task? and (2) Do I want to do the task?
(Eccles, 2006). In expectancy value theory there are four constructs of value including
attainment value, intrinsic value, utility value, and cost value (Eccles, 2006). Further, attainment
value is the importance an individual attaches to doing well on a given task while utility value is
how useful an individual feels the task fits is for achieving a goal or fulfilling basic
psychological needs (Eccles, 2006; Rueda, 2011). Research has found that teachers’
commitment to change is driven by personal identification with the goals, values, and norms of a
school organization on a moral basis (Leithwood et al., 1994). In the case of this study, that
some teachers may not think that implementing a new English Curriculum and being trained in
CRT is necessary. Furthermore, teachers’ pragmatic beliefs about the demands of their job will
influence their commitment to tasks (Leithwood et al., 1994), thus, if they view the time
commitment of completing the learning necessary to achieve the stakeholder goal as a burden,
they will likely have low motivation. In the case of this study, some teachers may believe this
training is a waste of their time. Hence, Table 6 presents recommendations are both context-
specific and research-based.
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Table 6
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence Principle and Citation
Context-Specific
Recommendation
Attainment Value —
Some teachers may not
think that implementing a
new English Curriculum
and being trained in CRT
is necessary.
Rationales that include a
discussion of the importance
and utility value of the work or
learning can help learners
develop positive values
(Eccles, 2006; Pintrich, 2003).
Materials and activities should
be relevant and useful to the
learners, connected to their
interests, and based on real
world tasks (Pintrich, 2003).
Provide teachers with
professional development
led by a well-respected
professional who already
successfully employs CRT
pedagogy in his/her
classroom.
Cost Value — Some
teachers may believe this
training is a waste of their
time.
Learning and motivation are
enhanced if the learner values
the task (Eccles, 2006).
Focusing on the importance
and utility of content will
increase learner value for the
task and increase motivation
(Pintrich, 2003).
Provide teachers with an
engaging and informative
introduction to the
importance of CRT to the
teachers’ practice in the
agenda of a scheduled
faculty meeting.
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Attainment value. Attainment value is the importance an individual attaches to doing
well on a given task. It serves as a link between a task and an individual’s own identity or
preferences (Eccles, 2006; Rueda, 2011). Some teachers may not think that implementing a new
English Curriculum and being trained in CRT is necessary. Researchers have found that
rationales that include a discussion of the importance and utility value of the task can help
learners develop positive values (Eccles, 2006; Pintrich, 2003). Pintrich (2003) further asserts
that materials and activities should be relevant and useful to the learners, connected to their
interests, and based on real world tasks. This research would suggest that providing teachers
with information that emphasizes the relevance, importance, and applicable nature of CRT
pedagogy would increase teachers’ attainment value for the task. In this study, the findings
indicated that the teachers had mixed viewpoints on teaching literature through the lenses of race
and power and whether or not it was necessary. The recommendation, then, is to provide
teachers with professional development led by a knowledgeable professional who already
successfully employs critical race theory pedagogy in his/her classroom.
Clark and Estes (2008) state that people value what they believe helps them, and they
reject what they believe stands in their way. Leithwood et al. (1994) assert that teachers’
commitment to change is driven by personal identification with the goals, values, and norms of a
school organization on a moral basis. In addition, Hynds (2010) argues that teachers’
willingness to adopt social policies and change in schools is the result of a complex interaction of
beliefs linked to their social status and position as teachers. Thus, the implication is that there is
a significant need for teachers to see value in the task personally if they are to be motivated in
engaging in it (Hynds, 2010; Leithwood et al., 1994). In this study, it was found that teachers
highly valued meeting the needs of diverse learners. Yet, the study’s findings also indicated that
teachers had concerns about straying too far from the literary canon and expressed mixed
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viewpoints on teaching through the lenses of race and power. Based on these findings and from
a theoretical perspective, then, it would appear that increasing teachers’ attainment value for
implementing a new curriculum that employs CRT pedagogy would be critical if the
implementation is to be effective.
Cost value. Cost value is the perceived cost of engaging in an activity including the
effort required, emotional investment, anxiety from fear or failure, loss of time or energy, and
social consequences (Eccles, 2006; Rueda, 2011). Some teachers may believe CRT training is a
waste of their time. Eccles (2006) found that learning and motivation are enhanced if the learner
values the task. Furthermore, Pintrich (2003) attests that focusing on the importance and utility
of content will increase learner value for the task and increase motivation. This research
indicates that ensuring that teacher time is not wasted and that clear, relevant, and applicable
information is presented is essential if teachers are going to be willing to invest their time in the
training. Thus, the recommendation is to provide an engaging and informative introduction
conveying the importance of CRT to the teachers’ practice in the agenda of a scheduled faculty
meeting.
Pintrich (2003) asserts that including rationales about the importance and value of a task
can help learners develop positive values. Leithwood et al. (1994) proclaim that teachers’
pragmatic beliefs about the demands of their job, both in the time investment and number of
people they are accountable to, will influence their commitment to tasks. The authors further
posit that most teachers who have moved into other positions such as consulting, administration,
or various leadership roles never return to the classroom because the demands on teachers’ time
are so significant. The findings in this study align with this research. Teachers in this study
highly valued meeting the needs of diverse student learners. Teachers also found that meeting
the needs of all students was challenging but demonstrated a willingness to learn and invest their
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time to do so. The teachers, however, felt strongly that because there were so many demands on
their time, that professional development specific to their content area was the most valuable.
Therefore, the findings of this study and the theoretical perspective implies that teachers would
need to see value in investing their time in implementing a new curriculum employing CRT
pedagogy, even if it takes longer than expected, in order for the implementation to be effective.
Organization Recommendations
Introduction. As data collection in this study is complete, the organizational influences
in Table 7 represent the two motivational influences that were validated based on the analysis of
the data and information gathered in the literature review process. According to Clark and Estes
(2008), problems in achieving the stakeholder goals are often rooted in either a lack of resources
such as time and/or money, or goals that are not aligned with the organizational mission and
goals or culture. Gallimore and Goldenberg (2001) explain the concept of organizational culture
through the concept of cultural models and cultural settings. Cultural models are the
expectations of things should work within an organization while cultural settings are how these
behaviors occur. Thus, it is essential that the cultural models and cultural settings align with the
organizational mission and goals (Rueda, 2011). Hence, Table 7 presents recommendations are
both context-specific and research-based.
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Table 7
Summary of Organization Influences and Recommendations
Assumed Organization
Influence Principle and Citation
Context-Specific
Recommendation
Cultural Model Influence 1:
There needs to be a general
willingness and acceptance
among English Department
teaching faculty to implement
a new and diversified English
curriculum.
The more a person values a task and the
more they think they are likely to succeed
at it, the greater their motivation to do it
(Wigfield & Eccles 2000)
Provide teachers with
professional development
led by a well-respected
professional who already
successfully employs
critical race theory
pedagogy in his/her
classroom.
Cultural Model Influence 2:
There needs to be a culture of
trust in the school between
administration and English
Department teaching faculty
in order to achieve the
institutional goal of
implementing a new and
diversified English
curriculum.
The four primary characteristics
followers describe in the “best” leader
are: trust, compassion, stability and hope
(Rath & Conchie, 2009).
“Organizations with high levels of
cultural trust recruit and retain highly
motivated employees likely to enjoy their
work, take the time to do their jobs
correctly; make their own decisions; take
risks; innovate; embrace the
organization’s vision, mission, and
values; and display organizational
citizenship behavior (e.g., helping a co-
worker in need)” (Colquitt, Scott, &
LePine, 2007).
Develop a transparent
communication mechanism
that facilitates frequent
interaction between the
English Department
teaching faculty and
administration.
Cultural Setting Influence 1:
The English Department
teaching faculty needs enough
time from their administrators
to revise their syllabi to
incorporate the new and
diversified curriculum and
CRT practices into their
classes.
Insuring staff’s resource needs are being
met is correlated with increased student
learning outcomes (Waters, Marzano, &
McNulty, 2003).
The administration needs to
allocate time for the
English Department
teaching faculty to revise
their syllabi to incorporate
the new and diversified
curriculum and critical race
theory practices into their
classes.
Cultural Setting Influence 2:
The English Department
teaching faculty need to have
professional development
training in CRT and the new
curriculum as they undergo
the process of implementing
new practices.
Staying current (teachers and
administrators) with the field’s research
and practice is correlated with increased
student learning outcomes (Waters et al.,
2003).
Provide teachers with
professional development
led by a well-respected
professional who already
successfully employs
critical race theory
pedagogy in his/her
classroom.
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Cultural models. According to Clark and Estes (2008), culture is a means of describing
the core values, beliefs, goals, emotions, learned processes, and overarching purpose and/or
function of an organization. The researchers further state that a cultural model is the cultural
profile that people of an organization would employ to characterize it (Clark & Estes, 2008).
There needs to be a general willingness and acceptance among English Department teaching
faculty to implement a new and diversified English curriculum. The more a person values a task
and the more they think they are likely to succeed at it, the greater their motivation to do it
(Wigfield & Eccles 2000). This research suggests that it would be necessary to provide teachers
with professional development led by a well-respected educational professional who already
successfully employs critical race theory pedagogy in his/her classroom.
Schein (2010) states that in order for transformative change to occur, the person or the
group that is the target of the change must both unlearn something and learn something new. In
the case of implementing a new curriculum in schools, there needs to be concrete and
comprehensive teacher buy-in if that curriculum is to be successful. This idea mirrors what
Leithwood et al. (1994) attest in their research on what organizations need to do to earn teacher
commitment to curriculum reform. The researchers found that to be successful, reform efforts
require a high commitment to change on the part of many teachers. They further posit that the
commitment must be earned and cannot be assumed because of the multiple and complex
challenges of teachers’ jobs (Leithwood et al., 1994). As such, it appears that the literature
would support the need for professional development led by a “well-respected educational
professional” in order to cultivate teacher buy-in.
In addition, organizations with high levels of cultural trust have better success in
recruiting and retaining highly motivated employees who enjoy and take pride in their work, and
are therefore more likely to invest in doing their jobs correctly while being innovative,
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autonomous, and embracing the organization’s vision, mission, and values (Colquitt et al., 2007).
There needs to be a culture of trust in the school between administration and English Department
teaching faculty in order to achieve the institutional goal of implementing a new and diversified
English curriculum. The four primary characteristics followers describe in the “best” leader are:
trust, compassion, stability and hope (Rath & Conchie, 2009). This suggests that it is critical to
develop a transparent communication mechanism that facilitates frequent interaction between the
English Department teaching faculty and the administration.
According to Pincus (2006), concern for communication within organizations of all types
has increased dramatically over the last decade, and there is a common perception among
organizations that positive communication directly impacts the organization’s effectiveness. In
order to implement a new curriculum effectively, there would need to be clear and consistent
communication within the school between the teachers implementing the curriculum and the
administration responsible for overseeing this implementation. Leithwood et al. (1994) found
teachers feel that in order to be successful in implementing change initiatives, they need to have
the support of the administration, and that the interpersonal climate of the school must be
supportive, caring, and trusting. The teachers in this study expressed varied feelings about the
support they felt from the school’s administration. Some teachers commented that they felt
“very supported” while others felt that the administration needed to be more in touch with their
needs and concerns. Because leadership and organizational effectiveness depend on the quality
of these interpersonal dynamics (Bolman & Deal, 2013), the findings in this study and current
research implies that facilitating frequent interaction between the English Department teaching
faculty and the administration would be critical to the success of implementing the new
curriculum.
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Cultural settings. According to Schein (2010), the perception and experience of time
are among the most central to how any group functions. Further, when the experience differs for
people, communication and relationship problems typically emerge (Schein, 2010). The English
Department teaching faculty needs enough time from their administrators to revise their syllabi
to incorporate the new and diversified curriculum and CRT practices into their classes. Insuring
staff’s resource needs are being met is correlated with increased student learning outcomes
(Waters et al., 2003). This research indicates that the administration needs to allocate time for
the English Department teaching faculty to revise their syllabi to incorporate the new and
diversified curriculum and critical race theory practices into their classes.
Leithwood et al. (1994) assert that there are few people who have not had the job of
teaching who understand the constant and persistent time demands teachers experience. Because
an implementation of new curriculum and instructional practices require significant amounts
time, and frequently administrators underestimate this commitment, research suggests that
teachers are typically reticent to implement significant curriculum and instructional changes
(Leithwood et al., 1994). Furthermore, Schein (2010) found that time is potentially the most
important element of cultural analysis because different stakeholders hold different assumptions
about it. Thus, the literature indicates that the administration would need to understand the time
demands on teachers and ensure they have the time they need to revise their syllabi to
incorporate the new and diversified curriculum and critical race theory practices into their
classes.
In addition to the need for time, the English Department teaching faculty need to have
professional development training in CRT and the new curriculum as they undergo the process of
implementing new practices. Staying current (teachers and administrators) with the field’s
research and practice is correlated with increased student learning outcomes (Waters et al.,
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135
2003). This research suggests that St. Mary’s needs to provide teachers with professional
development led by a well-respected professional who already successfully employs critical race
theory pedagogy in his/her classroom.
As mentioned previously, the research of Leithwood et al. (1994) found that teacher buy-
in is crucial to the success of implementing new curriculum. If employees are to be expected to
perform in a way that requires new knowledge or skills, they must be provided with the
necessary formal and informal training (Clark & Estes, 2008; Schein, 2010). Furthermore,
effective training can improve work quality, morale, productivity, and foster teamwork
(Grossman & Salas, 2011), while changes implemented in the workplace without training
inevitably fail (Clark & Estes, 2008; Schein, 2010). In this study, teachers expressed specific
concerns about the demands placed on their time and that they struggled in knowing how to meet
the needs of all learners consistently. The teachers articulated that their desires to meet their
students’ needs were severely impacted by time. Thus, both this study and the literature supports
the need to provide teachers with professional development led by a well-respected professional
who has an understanding of critical race theory pedagogy and how it could be implemented in
the classroom if the new curriculum implementation is to be successful.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The implementation and evaluation plan used in this section is the New World
Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). The New World Kirkpatrick Model is
devised of four levels and suggests that evaluation plans begin by identifying desired results at
Level 4, and then working backwards from that through each of the other three levels. This
model suggests that by starting with the goals of an organization, and working backwards, that it
is easier to identify the “leading indicators” that bridge and align the recommended solutions to
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the organizational goals. Setting the desired outcomes or goals first makes it easier for an
organization to establish the behaviors necessary to achieve the goals, identify evidence of
learning during the training, and assess the satisfaction of organizational members with the
implementation strategies. Hence, by focusing on results, an organization is more likely to
provide training that is directly impactful on achieving the goals and mission of the organization,
ensure member buy-in necessary for success, and less likely to waste valuable resources on
training that lacks focus and purpose (Kirkpatrick & Kirkpatrick, 2016).
Level 4: Results and Leading Indicators
Table 8 indicates the proposed Level 4: Results and Leading Indicators, noting internal
and external outcomes, metrics, and methods for St. Mary’s Women’s Seminary. If the internal
outcomes are achieved because of the proposed recommendations, it will lead to the fulfillment
of the external outcomes indicated. The external outcomes include improved school
performance perception, college admissions, diversity of students in AP and honors level English
classes, and relationships with parents of minority populations. Internal outcomes include a
curriculum that contains diverse texts, critical race theory pedagogy incorporated into the current
curriculum, and improved student learning and engagement in English language arts.
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Table 8
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Improved school
performance perception by
prospective students
Increase in number of applicants for
admission
Data gathered by admissions on number of
applicants
Improved rankings of school on
standardized test score reports
Published school outcomes in standardized
test reports
Improved college
admissions
Improved college admissions
statistics
School data on college admissions,
scholarships, enrollment after graduation,
and matriculation from college
Improved diversity of
students in AP and honors
level English classes
Increase in number of ELLs and
diverse student populations in AP
and honors level English classes
School data on course enrollment
Improved relationships
with parents of minority
student populations
Improved parental involvement Data gathered by school on parent
volunteers
Positive/negative feedback about
the new curriculum
Open parent meetings/townhalls to discuss
the changes in the curriculum
Survey results on parental
perspectives on the new curriculum
Survey parents on how the new curriculum
is positively/negatively impacting their
child
Internal Outcomes
Curriculum contains
diverse texts
Number of texts listed in curriculum
that come from a variety of
ethnicities, races, genders, religions,
and socio-economic backgrounds
Inventory of required texts is analyzed and
evaluated for diverse components
Critical race theory
pedagogy is incorporated
into the current curriculum
Number of occurrences of CRT in
teacher syllabi objectives
Administrators review course syllabi to
assess incorporation of critical race theory
Student learning is
improved in English
Language Arts
Diverse student enrollment in AP
classes increases
Data is gathered on student populations
enrolled in AP classes
Improved student performance on
ELA test scores
Data is gathered on trends in ELA test
scores
Number of positive changes in ELA
curriculum.
The WCEA Accreditation Report identifies
positive changes implemented in ELA
curriculum
Student engagement is
improved in English
Language Arts
Survey results on student
perspectives on the new curriculum
Survey students on how the new curriculum
is positively/negatively impacting their
engagement
Positive/negative feedback about
the new curriculum
Open student meetings/townhalls to discuss
the changes in the curriculum
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Level 3: Behavior
Critical behaviors. The stakeholders of focus are the English Department teaching
faculty. The first critical behavior is that the teachers must revise the current curriculum to
incorporate diverse texts. The second critical behavior is that they must revise the current
curriculum to incorporate CRT. The third critical behavior is that teachers must create new
formative and summative assessments to monitor student progress when they implement the new
curriculum. Finally, the fourth critical behavior is that the English Department teaching faculty
will use the data from the new formative and summative assessments to improve the curriculum
and increase access for all students to AP level classes. The specific metrics, methods, and
timing of each of these outcome behaviors appears in Table 9.
Required drivers. The English Department teaching faculty require the support of the
administration and the St. Mary’s Women’s Seminary community to reinforce acquired learning
from training and encourage them to implement the new curriculum. Administrators will need to
be in continual communication with the English Department teaching faculty and monitor the
implementation of the new curriculum to assess progress toward performance goals and provide
rewards when goals are achieved. Table 10 shows the recommended drivers to support critical
behaviors of new reviewers.
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Table 9
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
The English Department
teaching faculty revises the
current curriculum to
incorporate diverse texts.
Number of texts
listed in curriculum
that come from a
variety of ethnicities,
races, genders,
religions, and socio-
economic
backgrounds.
The English
Department
Chairperson and
Administrators’
inventory of required
texts is analyzed and
evaluated for diverse
components.
Within the first
month of
implementation.
The English Department
teaching faculty revises the
current curriculum to
incorporate critical race
theory (CRT) pedagogy.
Number of
occurrences of
critical race theory
(CRT) in teacher
syllabi objectives.
Administrators review
course syllabi to assess
incorporation of critical
race theory (CRT).
Within the first
month of
implementation.
The English Department
teaching faculty creates
new formative and
summative assessments to
monitor student progress
when they implement the
new curriculum.
Improved student
performance on ELA
test scores.
English Department
teaching faculty gather
data on trends in ELA
test scores in their
classes and in
standardized test forms.
Class test scores are
gathered monthly.
Standardized test
scores are gathered
annually.
Number of positive
changes in ELA
curriculum.
The administration
identifies positive
changes implemented
in the ELA curriculum.
Then, the WCEA
Accreditation Report
identifies positive
changes implemented
in ELA curriculum.
The administration
assesses changes
each semester.
The WCEA
Accreditation
Report is ongoing
and is performed on
a 6 year cycle.
The English Department
teaching faculty uses data
from formative and
summative assessments to
improve the curriculum
implementation and
increase access for all
students to AP level
classes.
Diverse student
enrollment in AP
classes increases.
Administrators gather
data on student
populations enrolled in
AP classes.
Each semester.
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Table 10
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical
Behaviors
Supported,
1, 2, 3, etc.
Reinforcing
Inform teachers of governmental statistics of the changing
demographics as the premise of identifying the demographics
of their learners every year.
Ongoing —
annually
1 and 2
Provide teachers an instructional coach to model the steps of
CRT best practices in their classrooms.
Ongoing 2 and 3
Encouraging
Provide teachers with professional development led by a
well-respected professional who already successfully
employs CRT pedagogy in his/her classroom.
Ongoing — initially
on a monthly basis
1, 2, 3, and 4
Provide teachers with an engaging and informative
introduction to the importance of CRT to the teachers’
practice in the agenda of a scheduled faculty meeting.
At outset of
curriculum
implementation
1 and 2
Rewarding
Celebrate the efforts of the English Department teaching
faculty by writing an article about their implementation in the
quarterly magazine.
Once the
curriculum is
formally
implemented
1, 2, and 3
Reward the English Department teaching faculty with a
celebratory department dinner and choice of professional
development the next school year after the successful
implementation is completed.
At the end of the
first year of
implementing the
new curriculum
1, 2, and 3
Monitoring
Develop a transparent communication mechanism that
facilitates frequent interaction between the English
Department teaching faculty and administration.
Ongoing — initially
weekly, then
monthly
1, 2, and 3
The administration needs to allocate time for the English
Department teaching faculty to revise their syllabi to
incorporate the new and diversified curriculum and critical
race theory practices into their classes.
At outset of
curriculum
implementation
1, 2, and 3
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Organizational support. To support the critical behaviors of the English Department
teaching faculty, the organization will prioritize professional development time to support
teachers in their efforts to implement the new and diversified curriculum. The recommended
solutions will include providing initial specialized professional development sessions, ongoing
training at department meetings, and an instructional coach to help facilitate implementation.
Additionally, there will be increased transparent two-way communication between the teachers
and administration about concerns or adjustments that emerge during the change process.
Organizational support is critical for teachers to be able to apply the knowledge required during
training and for the implementation of the new curriculum to be successful.
Level 2: Learning
Learning goals. After completion of the recommended solutions, especially the initial
training, the English Department teaching faculty will be able to:
1. Recognize the shifting demographics of the U.S. classroom (D),
2. Define critical race theory (CRT) and elements of CRT pedagogy (D),
3. Correctly identify various elements of CRT pedagogy that can be used in classroom
instruction (D),
4. Apply knowledge CRT pedagogical practices to their content areas and instructional
practice (P),
5. Create goals within the department to consistently implement CRT pedagogy into
classroom instruction (M),
6. Plan and monitor their implementation of the new English Language Arts (ELA)
curriculum that uses CRT pedagogy to align to Common Core Curriculum Standards
(M),
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7. Indicate confidence that they can implement the new curriculum effectively
(Confidence),
8. Value the importance of using CRT pedagogical practice to promote equity in the
school learning environment (Value),
9. Value the planning and monitoring of their work (Value).
Program. The learning goals indicated in the previous section will be achieved with a
professional development program that thoroughly presents the foundations of CRT pedagogy
and how to implement CRT practices into classroom instruction. The learners, the English
Department teaching faculty, will learn about various elements and applications of CRT and how
to actualize the practices into classroom instruction and curriculum. The program is blended
with an introductory in-person full day workshop, followed by a series of short asynchronous
training modules, multiple follow-up training sessions about application of practices, and
classroom coaching in implementing the practices. The entire training will take place over the
course of one school year and will last 1500 minutes (25 hours).
During the introductory in-person training, there will be two distinct sessions: shifting
demographics in the classroom and critical race theory. The training will take place over what is
designated as an entire in-service day for teachers and will be broken into a morning and
afternoon session. The morning session will focus on the changing demographics of the U.S.
classroom, involving a closer look at the demographics of St. Mary’s Women’s Seminary. This
portion of the training will take a close look at how demographics in the classroom are shifting
and will continue to shift while providing opportunities for open discussion and activities where
participants can ask questions, raise concerns they have about adjusting their practices, and
identify the needs of diverse populations of students. Because there has been a system of non-
diversified instruction in U.S. schools for many years, it is expected that there will be concerns
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about the proposed changes and perceived barriers to implementation to new pedagogical
practices. The afternoon portion will be an introduction to critical race theory and CRT
pedagogy. This session will be an interactive workshop that focuses on what critical race theory
is, introducing CRT pedagogical practices, and how these ideas align with the organization’s
mission and goals. As in the morning session, there will also be time during this portion of the
training for participants to discuss potential issues with colleagues that might emerge when these
practices are implemented. The group will identify and discuss any potential barriers or
challenges they have about implementing these practices.
After the initial training, the English Department teaching faculty will be required to
complete a half hour e-learning module preceding each one-hour subsequent training sessions.
The e-modules will provide teachers with sample lesson applications of CRT pedagogy. In
addition, the module will provide a job aid with a list of formative assessment strategies that
teachers could use to assess student understanding and drive their instruction. The strategies will
be presented through a video of a teacher implementing the practices successfully in the
classroom. After each video, the learners will be asked questions to check for understanding. At
the end of the entire module, teachers will be presented with multiple choice questions that
assess teacher understanding of the main principles of the training module. In addition, the
resources including a transcript of the video, lesson plan, and assessments will be provided as
links within each module to serve as job aids for teachers in the future when they practice
implementing the practices they have learned.
The subsequent one-hour trainings will be integrated into already scheduled faculty and
department meetings. The focus of these sessions will be to apply the information from the
initial training and to develop the skills and practices learned in the e-learning modules. These
sessions will utilize collaborative discussion and activities, peer modeling, role playing, and
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reflection to reinforce the new CRT pedagogical practices and classroom strategies. Master
teachers who have successfully implemented these practices will share the value of utilizing
these strategies in reaching diverse populations of learners as well as model how to strategically
plan to implement these practices effectively into classroom instruction. In addition, throughout
the process, an instructional coach will visit teachers in their classrooms between these
individual sessions. The instructional coach will help the teachers in practical implementation
through both observation and co-teaching. The focus of the use of an instructional coach will be
to support teachers in applying the knowledge of the training in their individual classrooms so
that they are both comfortable and effective in their implementation of the new curriculum. The
English Department teaching faculty will also reinforce these strategies by supporting one
another in their ongoing professional learning community (PLC) and department meetings.
Evaluation of the components of learning. Before learners can apply knowledge to
solve a problem, it is essential that they demonstrate the acquisition of the declarative knowledge
needed. Hence, it is important to assess learning of both declarative and procedural knowledge
throughout the training process. It is also critical that the learners value the training if they are
successfully implement their new knowledge and skills into their professional practice.
Furthermore, learners must be confident that they can successfully implement the new
knowledge and skills and be committed to using them on the job. Table 11 identifies the
evaluation methods and the timing for these components of learning.
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Table 11
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge: “I know it.”
Knowledge checks using multiple choice. After participating in the professional development sessions
as well as at the end of the entire professional development
series.
Checks for understanding through pair and small group
discussions as well as online backchannel discussions.
From time to time during the initial professional
development as well as follow-up implementation trainings.
Documented by notes and recorded backchannel responses
and questions.
Procedural Skills: “I can do it right now.”
Multiple choice questions using scenarios in professional
development sessions.
At the end of the professional development session.
Demonstration in groups of using the CRT methods in
lesson scenarios and practice discussions.
During professional development workshops.
Individual application of skills in the classroom as
documented in observations.
Following professional development workshop.
Pre- and post-test assessment survey about CRT pedagogy
to assess teachers understanding and level of proficiency
before and after the professional development sessions.
Following the professional development series.
Collaborative analysis and report out of goals created for
continuing implementation of CRT pedagogy into ongoing
teacher practice.
Following the professional development series.
Attitude: “I believe this is worthwhile.”
Observation of teachers’ feedback and actions to the value
of the newly introduced CRT pedagogy and practices.
During the professional development workshops.
Discussions of the value of what teachers are being asked
to do in the classroom.
During the professional development workshops.
Pre- and post-test assessment survey item. After the initial professional development session.
Confidence: “I think I can do it on the job.”
Survey items assessing confidence levels after
participating in the professional development workshops
or live modeling of the CRT practices.
During the professional development workshops.
Discussion after practice and feedback. During the professional development workshops.
Pre- and post-test assessment survey item. After the initial professional development session.
Commitment: “I will do it on the job.”
Discussions after practice and feedback. During the professional development workshops.
Create an individual action plan as well as goals for
implementation of CRT pedagogy into ongoing teacher
practice.
During the professional development workshops.
Pre- and post-test assessment survey item. After the initial professional development session.
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Level 1: Reaction
After the professional development takes place, it is important to solicit immediate
feedback about the quality of the training session and the instructor. Table 12 lists the methods
or tools used to evaluate all three components of Level 1 Reaction: engagement, relevance, and
customer satisfaction.
Table 12
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Attendance records. At the beginning of each professional development
session.
Completion of online polling during live
sessions.
Ongoing during the live portions of the course.
Completion of e-learning module. Ongoing during asynchronous portion of the course.
Observation by instructor/administrator. During the sessions.
Professional Development session evaluation. Immediately after each session and again two weeks
later.
Relevance
Check in using questions during online
module and backchannel during workshops.
After every video/module and after major workshop
activities.
Professional Development session evaluation. Immediately after each session and again two weeks
later.
Customer Satisfaction
Check in using questions during online
module and backchannel during workshops.
After every video/module and after major workshop
activities.
Professional Development session evaluation. Immediately after each session and again two weeks
later.
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Evaluation Tools
Immediately following the program implementation. During the initial and follow-up
professional development workshops, teachers will have access to the online polling site
b.socrative which will be used for participants to answer multiple choice survey questions and
for facilitate discussions among the learners. This data will indicate engagement with the
training content. Additionally, the professional development facilitator will observe engagement
and discuss with the teachers the relevance of the content to their work. After the initial full-day
workshop and the first e-learning module, a survey will be administered that assesses satisfaction
and relevance of the training (Level 1) and their knowledge, confidence, and value of the training
(Level 2). The instrument can be found in Appendix C.
During the asynchronous portion of the training, there will be set times for learners to
pause and answer questions about their overall satisfaction with the content, the relevance of the
material, and their opinion of the means of delivery of the content. The learning analytics tool
within the learning management system (LMS) will provide data about the amount of time spent
on the learning modules and when they are completed by participants. This information will
indicate the engagement with the training content.
Delayed for a period after the program implementation. Approximately eight weeks
after the initial training, and then again at 16 weeks, the administration will distribute a survey
containing both open and scaled items utilizing the Blended Evaluation Approach to measure the
participants’ perspectives on the training. The survey will ask the learners to evaluate their
satisfaction and the relevance of the training (Level 1), the confidence in applying the training
and the value assigned to it (Level 2), the application of the training to their teaching practices
(Level 3), and the extent to which the implementation of critical race theory pedagogy aligns
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with the organizational mission and improving student learning (Level 4). The instrument can be
found in Appendix D.
Data Analysis and Reporting
The Level 4 goal for teachers is measured by the level of integration of critical race
theory pedagogy into the instructional practices of the English Department teaching faculty.
Each month, the administration will track instances of the integration of critical race theory
pedagogy in the teaching units. The inventory of texts used in the class for each unit will include
learning objectives that contain critical race theory pedagogy. This text inventory will follow the
template in Appendix E. The inventory will serve as a monitoring and accountability tool,
including elements from all four levels of Kirkpatrick and Kirkpatrick’s (2016) New World
Model.
Summary
Hence, in order to ensure successful accomplishment of the stakeholder goal that by
August 2020, 100% of the St. Mary’s Women’s Seminary English Department teaching faculty
will implement a new English curriculum and employ CRT pedagogy, the New World
Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) will be employed. As stated previously,
the New World Kirkpatrick Model is devised of four levels and suggests that evaluation plans
begin by identifying desired results at Level 4, and then working backwards from that through
each of the other three levels. In the case of this study, at Level 4: Results, data will be gathered
from different stakeholder groups including the English Department teachers, fellow faculty,
administrators, and students to assess whether or not the leading indicators and/or desired results
are moving in the right direction. In addition, the stakeholders will be asked about what
behaviors and/or circumstances would improve the situation. Then, at Level 3: Behavior, there
will be an on-site assessment to see that the new English curriculum and employment of CRT
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pedagogy are indeed happening at the school. In addition, the same stakeholders will be asked to
identify any obstructions they see to the critical behaviors and required drivers occurring
reliably. Next, at Level 2: Learning, the English Department teachers will undergo professional
development that provides curriculum and practices that are relevant, accessible, and can be
easily implemented into their own classrooms. The teachers will engage in comprehensive
training on CRT which includes learning what CRT is, modeling practices of CRT, and applying
practices in the classroom with an Instructional Coach. The training program will be a year-long
endeavor to allow for chunking out knowledge and adequate modeling, practice, and self-
reflection. Finally, in the last step of Level 1: Reaction, a variety of formative evaluations will
be integrated into the training program to assess engagement, relevance, and the teachers’
satisfaction with the professional development. The process of gathering data will be ongoing to
continually analyze whether or not the recommended solutions are achieving the desired results
and to leverage success factors to eliminate impediments to success.
Limitations and Delimitations
This study employed a mixed methods approach that included survey, interviews, and
document analysis. As indicated in Chapter 3, some of the limitations of the study included that
the researcher serves as the English Department Chairperson at the school used in this study.
While the researcher is not the direct supervisor and does not evaluate the members of the
English Department, the position as team leader could possibly cause some department members
to not be completely open and honest in the interview if they were concerned about be an outlier
in the group. To avoid this pressure, there was an anonymous survey as a part of the study.
There is also a possibility because of the close team dynamics, that some respondents would be
tempted to discuss the interview with other participants. To address these potential issues, the
researcher emphasized the confidentiality of the survey and interview process and asked
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participants to sign an agreement to keep the study confidential until results are published. In
addition, while the study did have an 86% participation rate, the sample size of the group is small
because the school itself is small. The stakeholder group of the study was all female, and was
62.5% White, 12.5% Latina, 12.5% Multi-Racial, and 12.5% Other. The small sample size is a
limitation to the study because the findings provide insight to the knowledge, motivation, and
organizational influences of the teaching faculty at St. Mary’s Women’s Seminary, but the
findings are specific to this organization. In addition, St. Mary’s is an all-girls, Catholic school,
thus the diversity of the population could be very different in different schools.
Data collection for this study was completed over a six-week period and limited to the
English Department teacher perspectives. It was necessary to limit the research to this group in
order to complete the research in the allotted time frame, but as a result, limited the scope of the
study. Including the school administration, counselors, parents, and students would have
provided additional perspectives and insights on the English Language Arts curriculum and
diverse learners were not included in the study. Furthermore, because of the small size of the
sample, it is not necessarily representative of populations that might be found at other high
schools, public or private.
Future Research
When considering the limitations and delimitations of this study, further research is
necessary to learn if the teacher knowledge, motivational, and organizational influences found in
this study extend beyond the demographics at this school. Several recommendations for future
research emerged. The first recommendation would be to complete a longitudinal study
including teachers both in and outside the English Department, administrators, counselors,
parents, students, and alumna in multiple school settings, public and private, on the topic of the
English Language Arts curriculum and teaching through the lens of CRT. Adding these
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populations would add value to the study because increasing the number of perspectives on
diversifying the curriculum could improve the understanding of both the impacts of the current
curriculum and what components could really improve access and equity for all students.
Understanding what all students need to be successful is a complex problem that requires
multiple perspectives. The recommendations in this study suggest that improving teacher
knowledge about changing demographics and continual access to comprehensive and targeted
professional development would enable teachers to effectively implement significant curriculum
changes to benefit diverse student populations. In order to assess the impacts of implementing a
new English Language Arts curriculum and CRT pedagogical practices, it would be necessary to
collect data on diverse students’ performance over a period of time.
Numerous studies indicate that the current educational system fails to provide equity and
access to all students (Al-Shalabi et al., 2011; Bensimon, 2005; Corson, 2001; Dayal, 1996;
Dowd & Bensimon, 2014; Fry, 2003; Johnson, 2005, 2006). Yet, in spite of these findings,
school curriculum that lacks diversity such as the “literary canon” remains largely intact. If
schools continue to host more diverse student populations as projections from the National
Center for Education Statistics (NCES) indicate will be the case, further research will be
necessary if U.S. schools are to meet the needs of those populations and a substantial cultural
shift within schools would be required.
At schools like St. Mary’s Women’s Seminary, which is a college preparatory school
where the demographic breakdown is currently diverse, and that diversity is continuing to
increase, changing the curriculum and providing adequate training for the faculty on how to
support a diverse population of learners will be essential if teachers are to meet the needs of their
students. Furthermore, failing to provide appropriate teacher training and institutional support
perpetuates a system that marginalizes the needs of these students by not allowing them to meet
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their full potential. Thus, it is important that future researchers seek to identify how to provide
continual and comprehensive professional development to teachers without further deepening the
“demandingness” (Leithwood et al., 1994) that prevents teachers form implementing the needed
changes. If teachers receive the knowledge and support they need to implement the curriculum
changes needed to meet the needs of diverse student learners, then it is highly probable that
equity and access will be improved for all students and the systems of oppression could be
gradually dismantled.
Conclusion
At St. Mary’s Women’s Seminary and schools across the United States, the classroom is
becoming increasingly diverse and the current English Language Arts curriculum does not reflect
that diversity. This study set out to evaluate how to improve equity and access for all students by
diversifying the ELA curriculum and teaching by employing CRT pedagogy. The English
Department teaching faculty were selected as the primary stakeholder because they would be the
people ultimately responsible for implementing a new ELA curriculum. To assess where
potential performance gaps may exist, the Clark and Estes (2008) gap analysis model was used to
identify and analyze knowledge, motivational, and organizational influences on the English
Department teachers. Using the gap analysis framework, data revealed that teachers lack some
declarative knowledge on the shifting classroom demographics nationally, declarative and
procedural knowledge on culturally relevant pedagogy and CRT pedagogy, but were highly
motivated to meet the diverse needs of their students. In addition, the data revealed that there
would be a need to improve organizational supports if implementation of a new and diversified
curriculum were to be effective. Recommendations for organizational improvement include
improved, continuous, and consistent professional development, enhanced communication with
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the administration, increased time for training and collaboration, and an evaluation of the
implementation process for ongoing improvement and assessment of success.
This study has helped St. Mary’s Women’s Seminary identify potential steps to moving
forward on providing improved equity and access to all students so that they may better fulfill
their mission to serve all without distinction. It has identified gaps within the organization that
can be addressed to successfully implement a new and diversified ELA curriculum. Because
schools in the United States are foundational to the opportunities people have in society, a closer
examination of those systems is warranted. This study provides a model for how schools across
the United States can take a closer look at their “systems” so that teachers may truly fulfill their
roles as educators and harness each individual students’ potential. It is time to disrupt the
traditional systems of oppression, and at the cornerstone of that is language. If we as educators
take the steps necessary to honor the identities of our students and acknowledge that the current
system needs to change, then we have the opportunity to dismantle centuries of oppression and
inequity and truly fulfill our purpose and mission as educators.
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APPENDIX A
INTERVIEW QUESTIONS
1. Tell me about your experience as a teacher of English and Language Arts. (This is a
background and opening question to establish foundation for questioning route.)
• Where did you start teaching ELA?
• When did you start teaching ELA?
• What grades have you taught?
• How many different schools have you worked at?
• Tell me about the different learning environments you have taught in.
2. Tell me about what kind of ELA curriculum you are currently teaching. (K)
• What are anchor pieces in your current curriculum?
• What are some of the ways you integrate ELA skills into your subject/content area?
• How does this curriculum compare to ELA curriculum you have taught in the past?
• What do you think about this ELA curriculum in comparison to other schools in
California?
• What do you think about this ELA curriculum in comparison to other schools
nationally?
3. What has your experience been with implementing ELA curriculum as a teacher in the last
two years? (K)
• Will probe here based on different levels of experience and what respondents say.
• (If yes) Describe for me the process you engaged in to implement the ELA
curriculum.
• (If yes) Do you feel the implementation of new ELA curriculum was necessary?
(K/M)
• (If no) Did you want the opportunity to implement new ELA curriculum?
• (If no) Tell me about how you make adjustments to your current ELA curriculum to
meet the needs of different learners.
4. What do you think is the most valuable aspect of the ELA curriculum you are currently
teaching? (K/M)
• If respondent is short and needs encouragement, I would ask “Why?” as a probe.
5. Describe for me how culture impacts your approach to teaching your curriculum. (K)
• How well do you feel you understand the varying cultures of your students?
• Do you think it is important to adjust your approach to curriculum based on your
students’ cultures?
6. How do you feel about teaching ELA curriculum through the lenses of race and power
dynamics? (K/M)
• Do you think it is necessary to teach ELA curriculum in this way?
• Do you think it is valuable or relevant to the current ELA curriculum you teach?
• Do you think it affects the content of what you teach?
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7. Imagine teaching ELA curriculum through the lenses of race and power. Can you describe
for me what that teaching process looks like? (K)
• Probes would include encouraging the teacher to describe how and if this would
change their current approach to teaching ELA curriculum.
8. How familiar are you with critical race theory (CRT)? (K)
• Probes would include: Have you ever heard of it before? What do you think it
means? Do you think it would be relevant to your practices in the classroom?
9. What are some ways you could see yourself integrating critical race theory (CRT) practices
in your subject area? (K)
10. Tell me about your curricular design process for one of your current courses. (K/M)
11. How do you think classroom demographics influence the curriculum in the classroom?
(K/M)
12. Do you still see yourself in the classroom 5-10 years from now?
• If so, how do you imagine your students as differing from your current students? (K)
13. If you were in the classroom 5-10 years from now, to what degree do you think the
curriculum should change? (K/M)
• Tell me how you believe it should change. Why?
• Tell me what you think should stay the same. Why?
14. Do you see yourself as trained to teach in this new classroom, or do you see yourself as
needing more training and knowledge to be prepared? (M)
• (If the respondent feels adequately trained) Tell me what experience you have that
causes you to feel ready to teach in this new classroom.
• (If the respondent feels inadequately trained) Tell me what would help you feel ready
to teach in this new classroom.
15. If this new classroom had a different curriculum, do you think it is worth your time to be
trained to teach differently from how you are teaching now? (M)
• What types of professional development are most valuable to you?
• Can you describe a really valuable professional development opportunity you have
participated in? (What made this experience valuable to you?)
• Tell me about the types of training or professional development you feel would be
most useful.
16. In your opinion, if a new teacher were going into this classroom of 2025, what would they
need from St. Mary’s to be successful? (O)
17. Please describe how you have worked within your organization to implement any ELA
curriculum changes in the past two years. (O)
• Will probe about the process and specifics.
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18. Describe how you think this school and administration would be respond if you needed to be
trained to teach differently to teach in this new classroom? (O)
• Probe about professional development experiences in the past two years and how they
have felt supported or not supported in professional learning.
• What supports has St. Mary’s given you in the past for professional development?
• Tell me about professional development at St. Mary’s.
• What do you believe would be the best way for St. Mary’s to support your
development professionally? Do you believe the administration supports you this
way? Why/Why not?
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APPENDIX B
SURVEY INSTRUMENT
About the Researcher
Angela Gascho is a doctoral student in the University of Southern California Rossier School of
Education. She is pursuing a doctoral degree in Organizational Change and Leadership. This
survey is a part of the study she is conducting in pursuit of this degree.
Confidentiality
All information that is collected in this study will be treated confidentially. While results will be
made available in the context of the written dissertation, you are guaranteed that neither you, this
school, nor any of its personnel will be identified in any report of the results of the study.
[Participation in this survey is voluntary and any individual may withdraw at any time.]
About the Questionnaire
• This questionnaire asks for demographic information about you and your teaching
experience.
• This questionnaire should take approximately 20 minutes to complete.
• When questions refer to ‘this school’ I mean St. Mary’s Women’s Seminary.
• Guidelines for answering the questions are typed in italics. Most questions can be
answered by selecting the one most appropriate answer.
• When you have completed this questionnaire, please be sure to click the ‘submit’ button
on your screen
• When in doubt about any aspect of the questionnaire, or if you would like more
information about it or the study, you can reach email me at gascho@usc.edu or call me
at 408-314-7047.
Thank you for your time and participation in this study!
Section 1: Demographics
These questions are about you, your education, and the time you have spent in teaching. In
responding to the questions, please mark the appropriate response.
1. How old are you? Under 25, 25-29, 30–39, 40-49, 50-59, 60+
2. What is your employment status as a teacher?
Part-time employment is where the contracted hours of work represent less than 90
percent of the normal or statutory number of hours of work for a full-time employee over
a complete school-year. Please consider your employment status for all of your teaching
jobs combined.
Full-time
Part-time (50-90% of full-time hours)
Part-time (less than 50% of full-time hours)
3. I have taught English Language Arts (ELA) for ____ year(s).
(Drop down, whole numbers)
4. I have been teaching/taught English Language Arts (ELA) at St. Mary’s Women’s
Seminary for ____ year(s).
(Drop down, whole numbers)
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5. What grade level(s) do you currently teach? Please check all that apply.
(Drop down check-list, 9, 10, 11, 12)
Section 2: Classroom Demographics, Curriculum, and Standards
In this survey, English Language Arts, refers to all content that is taught as a specified subject
area related to reading, writing, listening, and speaking.
These questions are related to or about classroom demographics and current national curriculum
and state standards.
1. Please select all of the ethnic groups you believe will be represented in your classroom by
the year 2025?
(Check-list of all ethnic groups from the last census listed in alphabetical order)
2. To your knowledge, by the year 2025, which ethnic group do you think will have the
largest enrollment in U.S. schools?
(Drop down menu with ethnic groups from the last census listed in alphabetical order)
3. Please rate your familiarity with cultural proficient teaching pedagogy for English
Language Arts (ELA).
(1 = low, 2 = somewhat low, 3 = medium, 4 = somewhat high, 5 = high)
4. Please rate your familiarity with the Common Core Curriculum Standards (CCCS) for
English Language Arts (ELA).
(1 = not familiar, 2 = slightly familiar, 3 = somewhat familiar, 4 = very familiar)
5. Please rate your familiarity with the critical race theory (CRT).
(1 = not familiar, 2 = slightly familiar, 3 = somewhat familiar, 4 = very familiar)
Section 3: Professional Development
In this survey, professional development is defined as activities that develop an individual’s
skills, knowledge, expertise and other characteristics as a teacher.
Please only consider professional development you have taken after your initial teacher
training/education.
1. It is important for me to implement a new English Curriculum at St. Mary’s Women’s
Seminary.
(strongly disagree, disagree, agree, strongly agree)
2. Training in critical race theory (CRT) is relevant to my teaching practice at St. Mary’s
Women’s Seminary.
(strongly disagree, disagree, agree, strongly agree)
3. I believe that training in new curriculum practices is a valuable use of my time.
(strongly disagree, disagree, agree, strongly agree)
4. Which of the following do you believe is the most valuable type of professional
development?
A. Professional development based on personal interest
B. Professional development specific to my content area
C. Professional development that applies to all subject areas
D. Professional development centered on integrating technology use in the classroom
E. Collaborating with colleagues at my school
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5. During the last 18 months, did you participate in any of the following kinds of
professional development activities, and what was the impact of these activities on your
development as a teacher?
For each question below, please mark one choice in part (A). If you answer ‘Yes’ in part (A) then
please mark one choice in part (B) to indicate how much impact it had upon your development
as a teacher.
Professional Development
(A)
Participation
(B)
Impact
Courses/workshops (e.g., on subject matter or
methods and/or other education-related topics)
Y/Nsmall no impact, small impact,
moderate impact, large
impact
Education conferences or seminars (where
teachers and/or researchers present their research
results and discuss educational problems)
Y/N no impact, small impact,
moderate impact, large
impact
Qualification program (e.g., a degree program,
credential program)
Y/N no impact, small impact,
moderate impact, large
impact
Observation visits to other schools Y/N no impact, small impact,
moderate impact, large
impact
Participation in a network of teachers formed
specifically for the professional development of
teachers
Y/N no impact, small impact,
moderate impact, large
impact
Individual or collaborative research on a topic of
interest to you professionally
Y/N no impact, small impact,
moderate impact, large
impact
Mentoring and/or peer observation and coaching,
as part of a formal school arrangement
Y/N no impact, small impact,
moderate impact, large
impact
Section 4: Professional Beliefs, Practices, and Attitudes
These questions are about your personal beliefs, practices, and attitudes about teaching at St.
Mary’s Women’s Seminary. In these questions the “school” refers to St. Mary’s Women’s
Seminary.
1. The English Department is willing to implement new curriculum to represent the
changing demographics of the school community.
(strongly disagree, disagree, agree, strongly agree)
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2. I believe the school administration will provide the support I need to implement new
curriculum.
(strongly disagree, disagree, agree, strongly agree)
3. At our school, we have ____ meeting(s) a month where we are invited to participate in
professional development relevant to what I teach.
(Drop down, whole numbers)
4. At our school, we have ____ meeting(s) a month where we are expected to participate in
professional development relevant to what I teach.
(Drop down, whole numbers)
5. St. Mary’s encourages me to partake in professional development opportunities that will
help me achieve my goals in the classroom.
(strongly disagree, disagree, agree, strongly agree)
Interview Invitation
In addition to completing this survey, please indicate if you would be willing to participate in a
45-60 minute interview with the researcher. As a reminder, the interview will also be
confidential and is meant to provide the researcher with a deeper understanding of the research
topic. While results will be made available in the context of the written dissertation, you are
guaranteed that neither you, this school, nor any of its personnel will be identified in any report
of the results of the study. Participation in the interview is voluntary and any individual may
withdraw at any time. If you agree to participate, the researcher will contact you to schedule a
mutually convenient time and location for the interview.
Y/N
Name:
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APPENDIX C
INITIAL TRAINING WORKSHOP EVALUATION
The purpose of this survey is to evaluate the training provided regarding implementing a new
English curriculum and critical race theory (CRT) pedagogy. Your input and feedback is
important to assess the quality of the training as well as ongoing supports that are needed to
reinforce your learning. Future training will include consideration of your responses to this
survey.
Strongly
Disagree
Strongly
Agree
Level 1 — Engagement
1. This program and the instructor held myinterest.
❍ 1 ❍ 2 ❍ 3 ❍ 4
2. My participation was encouraged by the facilitator.
❍ 1 ❍ 2 ❍ 3 ❍ 4
Level — Relevance
1. What I learned from this training will help me to effectively
implement the new English curriculum and critical race theory
pedagogical practices
❍ 1 ❍ 2 ❍ 3 ❍ 4
2. I am clear about what is expected of me when I get back to
my job.
❍ 1 ❍ 2 ❍ 3 ❍ 4
Level 1 — Customer Satisfaction
1. I would recommend this workshop to others
❍ 1 ❍ 2 ❍ 3 ❍ 4
Level 2 — Knowledge
1. I understand the CRT pedagogical practices.
❍ 1 ❍ 2 ❍ 3 ❍ 4
2. I understand how to implement the new English curriculum
and apply the CRT pedagogical practices to my practices in the
classroom.
❍ 1 ❍ 2 ❍ 3 ❍ 4
Level 2 — Attitude
1. I believe that implementing CRT pedagogy will make a
difference in promoting student learning.
❍ 1 ❍ 2 ❍ 3 ❍ 4
Level 2 — Confidence
1. I believe that I can effectively implement CRT pedagogy
into my teaching practices.
❍ 1 ❍ 2 ❍ 3 ❍ 4
Level 2 — Commitment
1. I will implement CRT pedagogical practices in all of my
classes.
❍ 1 ❍ 2 ❍ 3 ❍ 4
RECONSTRUCTING THE LITERARY CANON
171
1. What did you like about this program?
2. How could it be improved?
3. Please describe the key elements of the new curriculum and at least three CRT
pedagogical practices that can be implemented in the classroom.
RECONSTRUCTING THE LITERARY CANON
172
APPENDIX D
NEW ENGLISH CURRICULUM AND CRT PEDAGOGY ONGOING TRAINING
EVALUATION
The purpose of this survey is to evaluate the ongoing training and professional development you
have participated in regarding implementing the new English curriculum and critical race theory
(CRT) pedagogy. Your responses will assist us in understanding your level of satisfaction, your
level of learning, how you have implemented the training in your position, and how successful
the program has been in helping you implement the new English curriculum and CRT pedagogy
into your practice.
Strongly
Disagree
Strongly
Agree
L1: Reaction
1. What I learned in the workshop has been useful in
implementing the new curriculum and CRT pedagogical
practices.
❍ 1 ❍ 2 ❍ 3 ❍ 4
2. This program has been a good use of my time.
❍ 1 ❍ 2 ❍ 3 ❍ 4
L2: Learning
1. I find that the strategies learned in the workshop help
me reach a diverse population of students.
❍ 1 ❍ 2 ❍ 3 ❍ 4
L3: Behavior
1. I have created new lessons that implement the CRT
pedagogical practices in my coursework.
❍ 1 ❍ 2 ❍ 3 ❍ 4
L4: Results
1. I have implemented the new English curriculum.
❍ 1 ❍ 2 ❍ 3 ❍ 4
2. I now employ critical race theory (CRT) pedagogical
practices.
❍ 1 ❍ 2 ❍ 3 ❍ 4
1. What early signs of success have you noticed from your efforts?
2. How could this program have been improved?
3. What information from this program has been the most relevant to your job?
4. How have you used what you learned in training and professional development on the
job?
5. What has helped you implement what you learned?
RECONSTRUCTING THE LITERARY CANON
173
APPENDIX E
ENGLISH DEPARTMENT CURRICULUM TEXTS WITH CRT TEMPLATE
Course Text
Author
Traits
CRT pedagogical practice used (Check all that
apply)
American
Literature
Honors
I Know Why the
Caged Bird Sings
by Maya Angelou
African
American
female
Define, analyze, and give examples of the
concepts of race, racism, and racial
stereotypes
Identify racial stereotypes evident that are
used to justify attitudes and behavior toward
people of color
Examine how stereotypes are used to justify
the unequal treatment of people of color
Identify examples within the text about
communities of color that challenge and
transform racial stereotypes
Examines the complexities of identity and
language
Identifies and names the social problem
Analyzes the cause of the social problem
Discusses solutions to the social problem
American
Literature
Honors
The Crucible by
Arthur Miller
White
male
Define, analyze, and give examples of the
concepts of race, racism, and racial
stereotypes
Identify racial stereotypes evident that are
used to justify attitudes and behavior toward
people of color
Examine how stereotypes are used to justify
the unequal treatment of people of color
Identify examples within the text about
communities of color that challenge and
transform racial stereotypes
Examines the complexities of identity and
language
Identifies and names the social problem
Analyzes the cause of the social problem
Discusses solutions to the social problem
RECONSTRUCTING THE LITERARY CANON
174
American
Literature
Honors
The Scarlet
Letter by Nathaniel
Hawthorne
White
male
Define, analyze, and give examples of the
concepts of race, racism, and racial
stereotypes
Identify racial stereotypes evident that are
used to justify attitudes and behavior toward
people of color
Examine how stereotypes are used to justify
the unequal treatment of people of color
Identify examples within the text about
communities of color that challenge and
transform racial stereotypes
Examines the complexities of identity and
language
Identifies and names the social problem
Analyzes the cause of the social problem
Discusses solutions to the social problem
American
Literature
Honors
Adventures of
Huckleberry Finn
by Mark Twain
Nonfiction texts to
accompany
Adventures of
Huckleberry Finn
by Mark Twain,
including literary
criticism by Toni
Morrison
White
male
African
American
female
Define, analyze, and give examples of the
concepts of race, racism, and racial
stereotypes
Identify racial stereotypes evident that are
used to justify attitudes and behavior toward
people of color
Examine how stereotypes are used to justify
the unequal treatment of people of color
Identify examples within the text about
communities of color that challenge and
transform racial stereotypes
Examines the complexities of identity and
language
Identifies and names the social problem
Analyzes the cause of the social problem
Discusses solutions to the social problem
RECONSTRUCTING THE LITERARY CANON
175
American
Literature
Honors
Fences by August
Wilson
The Great Gatsby
by F. Scott
Fitzgerald
African
American
male and
White
male
Define, analyze, and give examples of the
concepts of race, racism, and racial
stereotypes
Identify racial stereotypes evident that are
used to justify attitudes and behavior toward
people of color
Examine how stereotypes are used to justify
the unequal treatment of people of color
Identify examples within the text about
communities of color that challenge and
transform racial stereotypes
Examines the complexities of identity and
language
Identifies and names the social problem
Analyzes the cause of the social problem
Discusses solutions to the social problem
American
Literature
Honors
“Of Plymouth
Plantation” by
William Bradford
“Sinners in the
Hands of an Angry
God” by Jonathan
Edwards
“Nature” by Ralph
Waldo Emerson
“Self-Reliance” by
Ralph Waldo
Emerson
“Walden” by Henry
David Thoreau
Poetry of Fireside
Poets
Poetry of Walt
Whitman
Poetry of Emily
Dickinson
Poetry of Langston
Hughes
White
male
White
female
African
American
male
Define, analyze, and give examples of the
concepts of race, racism, and racial
stereotypes
Identify racial stereotypes evident that are
used to justify attitudes and behavior toward
people of color
Examine how stereotypes are used to justify
the unequal treatment of people of color
Identify examples within the text about
communities of color that challenge and
transform racial stereotypes
Examines the complexities of
identity and language
Identifies and names the social problem
Analyzes the cause of the social problem
Discusses solutions to the social problem
RECONSTRUCTING THE LITERARY CANON
176
American
Literature
Honors
One of the
following:
The Color Purple
by Alice Walker
Their Eyes Were
Watching God by
Zora Neale Hurston
A Lesson Before
Dying by Ernest
Gaines
Black Boy by
Richard Wright
African
American
female
African
American
male
Define, analyze, and give examples of the
concepts of race, racism, and racial
stereotypes
Identify racial stereotypes evident that are
used to justify attitudes and behavior toward
people of color
Examine how stereotypes are used to justify
the unequal treatment of people of color
Identify examples within the text about
communities of color that challenge and
transform racial stereotypes
Examines the complexities of identity and
language
Identifies and names the social problem
Analyzes the cause of the social problem
Discusses solutions to the social problem
Abstract (if available)
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Asset Metadata
Creator
Gascho, Angela Marie
(author)
Core Title
Reconstructing the literary canon: an innovation study
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Organizational Change and Leadership (On Line)
Publication Date
02/26/2019
Defense Date
02/21/2019
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
Common Core Curriculum Standards,critical race theory,culturally responsive teaching,ELA,equity,inequity,literary canon,marginalized,OAI-PMH Harvest,pedagogy
Format
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Language
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Electronically uploaded by the author
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Advisor
Datta, Monique (
committee chair
), Cash, David (
committee member
), Ferrario, Kimberly (
committee member
)
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Tags
Common Core Curriculum Standards
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ELA
equity
inequity
literary canon
marginalized
pedagogy