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Cultural proficiency to provide equity for African American and other students of color: an evaluation study

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Cultural proficiency to provide equity for African American and other students of color: an evaluation study

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CULTURAL PROFICIENCY TO PROVIDE EQUITY FOR AFRICAN AMERICAN AND
OTHER STUDENTS OF COLOR: AN EVALUATION STUDY

by
Gina Barnett

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 2021

Copyright 2021 Gina Barnett

ii
DEDICATION
To my children, parents, and grandparents. Aniya, Devin and Drew, you are my world
and everything that I do is for each of you. Mom and Dad, thank you for your strong example of
prayer every single night. I am forever grateful that you laid the foundation of a strong work
ethic and patience. Grandmother and grandfather, you have been an extra added blessing in my
life. Daddy Ray, thank you for sharing the quote: “Good, Better, Best, don’t you rest until your
Good is Better and your Better is Best.” Thank you for being my pastor and encouraging me to
read the Bible and trust God’s word. Momma Dottie, you were the best Sunday School teacher a
girl could ever have. Thank you for the weekly reminder to always, love everybody. Last, and
certainly not least, my wonderfully amazing students and dedicated teachers whom I have had
the pleasure of working with over the last 20 years, you are the reason that this work is so dear to
my heart. You all have enriched my life in one way or another.

iii
ACKNOWLEDGEMENTS
Without the strength of God, undoubtedly, this dissertation would not have been possible.
I am grateful for the help and support of the abundance of quality people in my life.
A special thank you to, Dr. Jennifer Phillips, Chair, for your guidance and assistance.
Thank so very much to Dr. Kathy Stowe and many thanks to Dr. Artineh Samkian for providing
me with direction on my dissertation. Thank you to Dr. David Cash and Dr. Darlene Robles,
members of my dissertation committee, for providing feedback on my dissertation and were also
rigorous professors whom I had the pleasure of learning from. Moreover, I would very much like
to thank another amazing professor, Dr. Eric Canny for reading and providing direction and
support with the Clark and Estes (2008), KMO gap analysis model.
A warm thank you from the bottom of my heart goes to my family, who supported me
with love, understanding, and encouragement. To my children, who know all too well my
passion for education and being a life-long learner. I am so appreciative of my wonderfully
supportive parents and grandparents, for instilling their high expectations with loving
encouragement to pursue an education and make a difference in people’s lives.
This study would not have been possible without the support of the Principal at Alpha
Elementary School, and the assistance of the Standard English Learner Instructional Coach who
provided an opportunity to conduct the data collection from the teacher participants of surveys,
interviews, observations, and documentation for review. I truly appreciate the candor shared by
the teachers as well as their strong dedication to their students.
I have been inspired by the insightfulness of Dr. Martin Luther King Jr.’s quote:
“Intelligence plus character – that is the goal of true education.”
iv
I have been impacted by the message of Malcolm X’s quote: “Education is the passport
to the future, for tomorrow belongs to those who prepare for it today.”
I am forever grateful for the wisdom of Nelson Mandela who made the point eloquently:
There can be no contentment for any of us when there are children, millions of children, who do
not receive an education that provides them with dignity and honor and allows them to live their
lives to the fullest.

v
TABLE OF CONTENTS
Dedication ....................................................................................................................................... ii
Acknowledgements ........................................................................................................................ iii
List of Tables ................................................................................................................................. ix
List of Figures ..................................................................................................................................x
Abstract .......................................................................................................................................... xi
Chapter One: Introduction to the Problem of Practice.....................................................................1
Organizational Context and Mission ...................................................................................2
Organizational Goal .............................................................................................................3
Related Literature.................................................................................................................4
Importance of the Evaluation ...............................................................................................6
Description of Stakeholder Groups ......................................................................................7
Stakeholder Group and Stakeholder Goal ............................................................................8
Purpose of the Project and Questions ..................................................................................9
Conceptual and Methodological Framework .....................................................................10
Definitions..........................................................................................................................10
Organization of the Project ................................................................................................12
Chapter Two: Literature Review ...................................................................................................13
Influences on the Problem of Practice ...............................................................................13
Historical Background of African American Education in North America ................13
Equity for African American Students ........................................................................14
Implicit Bias of Teachers and Implications for African American Students ...............15
Cultural Proficiency Framework........................................................................................16
Cultural Competence Continuum ......................................................................................17
Defining A Culturally Proficient Teacher ..........................................................................19
vi
Culturally Relevant Pedagogy ...........................................................................................21
Clark and Estes’ Gap Analysis Framework .......................................................................24
Stakeholder Knowledge, Motivation, and Organizational Influences ...............................25
Knowledge and Skills ..................................................................................................25
Motivation Influences ..................................................................................................30
Organizational Influences ............................................................................................33
Conceptual Framework: The Interaction of Stakeholders’ KMO Context ........................38
Summary ............................................................................................................................41
Chapter Three: Methodology .........................................................................................................42
Purpose of the Project and Questions ................................................................................42
Methodological Framework ...............................................................................................42
Participating Stakeholders .................................................................................................43
Sample Recruitment Strategy and Rationale .....................................................................43
Survey Sample Recruitment Strategy and Rationale ...................................................44
Observations Sample Recruitment and Rationale........................................................45
Document Sample Recruitment and Rationale ............................................................45
Documents Criterion and Rationale .............................................................................45
Data Collection and Instrumentation .................................................................................46
Interviews .....................................................................................................................47
Observations ................................................................................................................48
Documents ...................................................................................................................49
Data Analysis ...............................................................................................................49
Credibility and Trustworthiness .........................................................................................49
Validity and Reliability ......................................................................................................50
Ethics..................................................................................................................................50
vii
Chapter Four: Findings and Results ...............................................................................................52
Participating Stakeholders .................................................................................................52
Determination of Assets and Needs ...................................................................................54
Results and Findings for Knowledge Causes.....................................................................55
Lack of Knowledge of African American Student Data/Teacher Experience
(Declarative) ................................................................................................................55
Teachers Demonstrate Cultural Proficiency Practices (Procedural) ............................57
Cultural Proficiency Framework Needs Further Development Among Teachers
(Metacognitive) ............................................................................................................60
Teachers Possess Knowledge to Assess Teaching Strategies and Evolve Culturally
Responsive Pedagogy (Metacognitive)........................................................................63
Results and Findings for Motivation Causes .....................................................................68
Teachers Have Self-Efficacy With CRP ......................................................................68
Utility Value for Incorporating Cultural Proficiency Strategies ..................................74
Results and Findings for Organizational Causes ...............................................................78
Cultural Setting: Communicating the Value of Equity and CRP ................................78
Cultural Models Valuing Cultural Proficiency Are Present at AES ............................84
Summary of KMO Influences ............................................................................................88
Chapter Five: Recommendations, Implementation, and Evaluation .............................................90
Recommendations for Practice to Address KMO Influences ............................................91
Knowledge Recommendations ....................................................................................92
Motivation Recommendation.......................................................................................94
Implementation and Evaluation Framework ......................................................................98
Organizational Purpose, Need, and Expectations ........................................................98
Level 4: Results and Leading Indicators ......................................................................99
Level 3: Behavior .......................................................................................................100
viii
Level 2: Learning .......................................................................................................103
Level 1: Reaction .......................................................................................................106
Evaluation Tools ........................................................................................................107
Summary ..........................................................................................................................109
Limitations and Delimitations ..........................................................................................110
Implications for Practice ..................................................................................................112
Future Research ...............................................................................................................114
Conclusions ......................................................................................................................115
References ....................................................................................................................................118
Appendix A Cultural Proficiency Continuum .............................................................................130
Appendix B Survey Protocol .......................................................................................................132
Appendix C Interview Protocol ...................................................................................................134
Appendix D Observation Protocol ...............................................................................................135
Appendix E Recruitment Letter to Principal ...............................................................................136
Appendix F Recruitment Letter/Information Sheet for Teachers ................................................137
Appendix G Consent Form ..........................................................................................................138
Appendix H Flyer/Informational Tool .........................................................................................141
Appendix I Pre & Post Survey Items (Kirkpatrick Levels 1 & 2) ...............................................142

ix
LIST OF TABLES
Table 1 Organizational and Stakeholder Goals ...............................................................................9
Table 2 Assumed Knowledge Influences ......................................................................................30
Table 3 Assumed Motivation Influences .......................................................................................33
Table 4 Assumed Organization Influences ....................................................................................36
Table 5 KMO Assumed Influences................................................................................................37
Table 6 Survey, Interview and Observation Participants...............................................................53
Table 7 Knowledge Assets of Needs as Determined by the Data ..................................................88
Table 8 Motivation Assets of Needs as Determined by the Data ..................................................89
Table 9 Organization Assets of Needs as Determined by the Data ...............................................89
Table 10 Summary of Knowledge Influences and Recommendations ..........................................92
Table 11 Summary of Motivation Influences and Recommendations ...........................................95
Table 12 Summary of Organization Influences and Recommendations .......................................97
Table 13 Outcomes, Metrics, and Methods for External and Internal Outcomes ..........................99
Table 14 Critical Behaviors, Metrics, Methods, and Timing for Evaluation ..............................100
Table 15 Required Drivers to Support Critical Behaviors ...........................................................101
Table 16 Evaluation of the Components of Learning for the Program ........................................106
Table 17 Components to Measure Reactions to the Program ......................................................107
x
LIST OF FIGURES
Figure 1 Conceptual Framework: Interaction Among the Organization, the Stakeholder
Group, and the Organization’s Goals ............................................................................................ 40
Figure 2 Teacher Race .................................................................................................................. 53
Figure 3 Experience with African American Students ................................................................. 58
Figure 4 Experience with CLRP ................................................................................................... 64
Figure 5 Teacher Self-Efficacy ..................................................................................................... 70
Figure 6 Supportive Relationship with Teacher-Student .............................................................. 71
Figure 7 Lesson Planning for CRP and Student Engagement ...................................................... 75
Figure 8 CRP Teacher Trainings .................................................................................................. 79
Figure 9 School Culture ................................................................................................................ 84

xi
ABSTRACT
Research has established that optimal learning for African American students and other students
of color in classrooms that consider and reflect their cultural preferences and values are
beneficial for the students. However, the achievement gap has been a persistent problem for most
educators who teach culturally diverse learners. The research methodology utilized in this study
was a mixed-methods approach of quantitative and qualitative data. This dissertation evaluated
the knowledge, motivation, and organizational influences associated with first and second grade
teachers’ belief systems and how they influence their capacity to provide equitable instructional
opportunities to African American students at one Southern California elementary school.
Organizationally, the principal’s ability to communicate and influence teacher behavior is
critical. Teachers who possess culturally proficient qualities are more apt to engage in effective
equitable strategies and seek coaching support. Most importantly, this study found first and
second grade teachers who completed Academic English Mainstream Program (AEMP) training
and learned about culturally relevant pedagogy and the cultural proficiency framework were
more likely to possess an awareness to be asset-minded and not deficit-minded when addressing
the needs of historically disadvantaged children. Teachers also demonstrated significant growth
in culturally relevant pedagogy practices about the “why” and “how” of supporting African
American students.

1
CHAPTER ONE: INTRODUCTION TO THE PROBLEM OF PRACTICE
The United States public education system can be improved by fostering an environment
of equity of opportunity and expectation in the classroom (Jarvius & Tomlinson, 2012; Irby et
al., 2020). Teaching substantive instruction targeting reading to provide a strong foundation in
phonics and other foundational skills can give students the opportunity to build vocabulary,
comprehension, and fluency while developing a lifelong love of reading in first and second grade
(McDonald et al., 2007).
The California Dashboard has a focus on equity, and some of the local indicators of
priority are teacher qualifications, implementation of state academic standards, and school
climate. The school dashboard contains reports on the performance of schools and student groups
on a set of state and local measures to assist in identifying strengths, challenges, and areas in
need of improvement (California Department of Education, 2018b). Academic achievement is
measured in grades 3 through 8 and grade 11 through assessments in English language arts
(ELA) and mathematics; however, K-2 is not included in these assessments.
Students in K-2 are included in a statewide assessment of literacy called DIBELS
(Dynamic Indicators of Basic Early Literacy Skills), which is a series of short tests that assess
basic literacy. It is a set of procedures and measures for assessing the acquisition of a set of
literacy skills, such as phonemic awareness, alphabetic principle, accuracy, fluency, and
comprehension. The school district this study examined has a division of instruction, access,
equity, and acceleration unit committed to embracing culture and diversity in school
communities. In particular, a board resolution from June 2014 highlighted the need to ensure
every student has equitable opportunities to learn as both a human and civil right and was meant
2
to ensure access to culturally and linguistically responsive pedagogy (CLRP) for equitable access
to curriculum.
Milner (2010) asserted that culturally responsive teaching can educate students from
diverse backgrounds and with diverse needs. Cultural proficiency is an embodiment of
knowledge, which, when extended to practical implementation in the classroom, may help to
address the achievement gap (Dunn, 1999). Shifts in the student population’s demographics
mean changes in students’ needs, and teachers have a responsibility to adjust instruction for the
increasingly culturally diverse learners (Knutsen-Miller et al., 2009; Singleton & Linton, 2006).
To meet the needs of culturally diverse students, transformation must begin with
educators’ embodying qualities of cultural proficiency, meaning they are proactive and
responsive to the diverse needs of the communities they serve and hold belief systems that
empower them to focus on all students’ needs (Ainscow & Sandill, 2010). To explore this
phenomenon of practice, this study examined attributes of cultural proficiency and capacity to
better support African American students and other students of color among first and second
grade teachers at Alpha Elementary School, a pseudonym. Specifically, this study examined first
and second grade teachers’ capacity in cultural proficiency (CP) and culturally relevant
pedagogy (CRP) to support African American students’ success.
Organizational Context and Mission
One educational institution was the setting for this study. Alpha Elementary School
(AES) provides a rigorous Common Core academic program to 592 students in grades K through
5. The student population’s demographics are such that 1.5% are of two or more races 1.4% are
Filipino, 14.4% are Latino students, 81.1% are African American students, and less than 1% are
White, Asian, or Native American or Alaskan Native. In addition, 79.7% of students are
3
considered socioeconomically disadvantaged, 4.7% are English learners, and 2.2% are foster
youth. AES is an urban public elementary school situated in a large district in Southern
California.
At AES, 50% of kindergarten students met the 2017-2018 middle-of-the-year benchmark
in DIBELS, 65% of 1st grade students met the 2017-2018 middle-of-the-year benchmark in
DIBELS, and 87% of 2nd grade students met the 2017-2018 middle-of-the-year benchmark in
DIBELS. For students in Kindergarten, the category in greatest need is Phoneme Segmentation
Fluency (PSF) with 52% students who scored below benchmark. For students in 1st grade and
2nd grade, the category in greatest need is DIBELS Oral Reading Fluency (DORF) Accuracy, in
which 42% of 1st grade scored below benchmark and 17% of 2nd grade scored below
benchmark. These data reveal that students in K-2nd grade need to improve phonemic awareness
so that students can decode words fluently. As presented in its mission statement, AES is
committed to promoting productive, responsible lifelong learners by providing students the skills
to become creative, independent, critical thinkers, collaborative workers, and effective
communicators who can make a positive impact in the world.
Organizational Goal
The organizational goal is that, by June 2021, 100% of AES staff will be trained in CP
practices to provide equity to best support African American students’ academic achievement.
This organizational goal was established by the district, the local district, and the school’s
stakeholders. Achievement of the goal was measured through teacher surveys, interviews,
observations, and documents analysis. While it is important to provide CRP for all students, for
the purpose of this study, the focus was narrowed to the teachers’ stakeholder goal defined above
in order to support African American students’ achievement. This study focused on how to
4
support the first and second grade African American students enrolled at AES by concentrating
on their teachers’ methodological expression of CP.
Related Literature
Due to the achievement gap between first and second grade African American students’
performance at AES and the state average, it is important to determine if teachers have the self-
efficacy and CP to support African American students. Focusing on cultural competence factors
(and awareness thereof) among teachers (Ladson-Billings, 2009) is important and can lead to
higher achievement outcomes for these students. Not addressing this achievement gap could
constitute continued failure to provide African American students equitable access to rigorous
curricula, the Common Core State Standards, to prepare them for academic success, college, and
careers.
Numerous studies have indicated that barriers previously mentioned have a direct impact
on African American students (Aronowitz & Giroux, 2003; Arriaga & Lindsey, 2016; Bush,
2015). Those previous barriers consist of the lack of CP and CRP capacity of all teachers,
cultural competence in teachers, and shifting student population demographics in the classrooms.
In academically rigorous environments, teachers’ lack of cultural competence has been shown to
reduce performance among traditionally underserved students (Reardon, 2016). Educators are
responsible for providing youth with nourishing, growth-enhancing opportunities, but these are
often stymied by educators’ tacit or overt lack of specific cultural competency (Bush, 2015).
Consequently, African American students’ poor achievement influences racial disparities in
future income potential, which is linked to lack of success in secondary education (Rovai et al.,
2005).
5
Researchers suggest that culturally proficient teachers challenge their colleagues to
explore school-based factors that either open or close doors to student access and achievement
(Arriaga & Lindsey, 2016). Cultural proficiency begins with an internal focus (Arriaga &
Lindsey, 2016). Culturally proficient teachers lead by example through engaging selves and
colleagues in deliberate and meaningful reflection and dialogue to create powerful and
constructive change benefitting students, particularly those not well served by past policies and
practices (Arriaga & Lindsey, 2016). Cultural proficiency is a goal that must be sought for
teachers to address the achievement gap, as its values, beliefs, policies, and practices will serve
to achieve equitable outcomes for all students (Dunn, 1999; Lindsey et al., 2009).
California’s new accountability and continuous improvement system provides
information about how local educational agencies and schools meet students’ needs (California
Department of Education, 2018b). The local control funding formula (LCFF) reformed
California’s K–12 school finance system with a focus on local control, funding equity, and
additional support for the large share of students (63%) who are considered high-needs: low-
income, English learner, and/or foster care youth (California Department of Education, 2018b).
African American students at AES fall into all three high-needs categories. LCFF allows funds to
be spent for any educational purpose but requires districts to develop local control and
accountability plans that detail goals and document how districts plan to measure their progress
toward those goals. School districts must improve or increase services for high-needs students in
proportion to the increased funding they receive to improve outcomes for students (California
Department of Education, 2018b).

6
Importance of the Evaluation
The problem of the achievement gap for African American students is important to
address regarding the implementation of state academic standards as they apply to equity to
provide knowledge and skills necessary for students to be on track for college and career
readiness (California Department of Education, 2018a). Another background factor tied to the
continued gaps in achievement is the nature of classroom instruction and interaction for African
American students concerning CP. For instance, African American students often encounter
significant difficulties and are subject to overt offensive racial comments in class (Bush, 2015).
These factors can exacerbate existing negative perceptions of these students’ belonging, thereby
negatively affecting both teacher-to-student and student-to-student interactions (Bush, 2015). In
addition, students who feel that they do not belong in the classroom may find these feelings
intensified by teachers whose cultural competence is poor (Ladson-Billings, 2006. Sears (2005)
contended that implementing wise schooling, which aims to reduce the impact of subtle
stereotypes by reducing stereotype threat, will depend heavily on the participation of well-
informed teachers, especially with respect to culturally competent practice.
If African American students do not have culturally proficient teachers, implicit bias can
affect the school-to-prison pipeline, which is a key issue facing many school districts, and plays
a large role in the education of African American students (Scialabba, 2017). In March 2014, the
U.S. Department of Education Office for Civil Rights published data on school discipline based
on information collected from public schools during the 2011–2012 academic year. At that time,
Black children represented 18% of preschool enrollment but 48% received more than one out-of-
school suspension while White students represented 43% of preschool enrollment and received
only 26% of out-of-school suspensions. Black students were suspended and expelled at three
7
times the rate of White students. Students with disabilities were more than twice as likely to
receive an out-of-school suspension (13%) as students without disabilities (6%). Black students
represented 16% of enrollment but accounted for 27% referrals to law enforcement and 3% of
school-related arrests. AES suspension data to determine an increase or decrease has not been
included in this research as this information is not currently available due to the COVID-19
pandemic.
Accordingly, members of the education community must examine the experience of
students of color in their classrooms and their influence thereon. Given the ubiquity and subtlety
of institutional racism, however, status quo practices will remain in effect until individual
educational stakeholders, perhaps aided by more robust professional development in CP
methodology, can examine and bring meaningful reform to their attitudes, beliefs, and reflexive
classroom practice toward African American students (Mattison & Aber, 2007).
Description of Stakeholder Groups
Stakeholders at AES are teachers, counselors, site administrators, and students. Each of
these stakeholders contributes in important ways and has responsibilities to carry out the
organization’s goals. In the context of this study, the teachers’ role is to teach students and to be
trained in CP practices, specifically in CRP. The counselors’ role is to be trained in CP practices
and provide social emotional interventions and counseling support to best support students. The
students’ role is to achieve academically. The site administrators’ role is to be trained in CP
practices and to ensure employees are provided this same training to be effective in their roles
while monitoring and supervising the culturally and linguistically responsive academic
curriculum. The site administrators’ leadership is important to the overall stakeholder groups and
the organization’s mission.
8
Stakeholder Group and Stakeholder Goal
While the joint efforts of all stakeholders contribute to the achievement of the overall
organizational goal, first and second grade teachers were the focus of this study. The stakeholder
goal is that, by June 2021, 100% of first and second grade teachers will implement CRP to best
support African American students. This study evaluated to what degree this training has
impacted the understanding and performance of first and second grade teachers at AES
elementary. This study considered the lived experiences of these teachers in terms of their
attributes of CP and their capacity to utilize CRP to achieve their goals. To cultivate healthy
relationships with all students, teachers must create effective culturally responsive learning
environments (Klump, 2006). They must employ CP and cultural knowledge to help student feel
a sense safety and belonging conducive to their meeting high academic standards (Klump, 2006).
Table 1 provides an overview of the organizational mission, goal, and stakeholder goal for this
study.

9
Table 1
Organizational and Stakeholder Goals

Purpose of the Project and Questions
The purpose of this study was to evaluate the degree to which first and second grade
teachers at AES embody qualities of CP, use tools of CRP, and how these qualities aid them in
supporting African American students following training. While a complete performance
evaluation would focus on all stakeholders, for practical purposes, the focus of this analysis was
on teachers. As such, the questions that will guide this study are the following:
1. What is the stakeholders’ knowledge and motivation related to implementing culturally
relevant pedagogy to best support African American students?
Organizational Mission
AES’s mission is committed to promoting productive, responsible lifelong learners by providing our
diverse student body with the necessary skills to become creative, independent, critical thinkers,
collaborative workers, and effective communicators who can make a positive impact in our world.
Organizational Performance Goal (Alignment between District and School Site)

By June 2021 100% of AES staff will be trained in cultural proficiency practices to provide equity to
best support African American students’ academic achievement.
Stakeholder 1
(Teachers) Goal

By June 2021, 100% of
first and second grade
teachers will implement
culturally relevant
pedagogy to best
support African
American students.
Stakeholder 2
(Counselor) Goal

By June 2021, 100% of
counselors will be
providing counseling
with social emotional
interventions to best
support African
American students.
Stakeholder 3
(Principal) Goal

By June 2021, 100% of
administrators will
monitor classroom
implementation of
culturally relevant
pedagogy to best
support African
American students.
Stakeholder 4
(Students) Goal

By June 2021, 100% of
African American
students will have
increased CAASPP
scores from culturally
proficient teachers.
10
2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation that, by 2021, 100% of first and second grade teachers will
implement culturally relevant pedagogy to best support African American students?
3. What is the recommended knowledge and skills, motivation, and organizational solutions
that, by 2021, 100% of first and second grade teachers will implement culturally relevant
pedagogy to best support African American students?
Conceptual and Methodological Framework
The conceptual framework foundation for this study is Clark and Estes’ (2008) gap
analysis model. The gap analytical framework is a six-step model allowing for perspicacity of
performance gaps centered on the knowledge and motivation of a targeted stakeholder group and
the organizational influences exhibiting barriers to their success. The evaluation dissertation
format allows the strategic alignment of the gap analysis process. Interweaving the research to
determine gaps in teacher effectiveness and formulation of corrective strategies are the crux of
Clark and Estes’s framework. Discovering the knowledge, motivation, and organization (KMO)
gaps is a longitudinal, explanatory sequential mixed-method framework (Creswell, 2014).
This study employed mixed-methods of data gathering and analysis (Creswell, 2018).
Data were analyzed and used to assess teacher stakeholder practices that affect African American
students’ achievement. Clark and Estes’ (2008) KMO influences framework was used as a
problem-solving process. Research-based solutions are recommended and evaluated
comprehensively.
Definitions
Achievement gap: A significant and persistent disparity in academic performance or
educational attainment between different groups of students.
11
Institutional Racism: A system of privileges or disadvantages placed on one group by
another group supported by such entities as government institutions, laws, policies, etc.
Hegemony: The authority, dominance, and influence of one group, nation, or society over
another group, nation, or society; typically through cultural, economic, or political means
often supported by legitimating norms and ideas.
Implicit: social cognition
Implicit bias: refers to the attitudes or stereotypes that affect our understanding, actions,
and decisions in an unconscious manner.
Implicit association test: A tool available on Harvard University’s website created by
Project Implicit design to determine what implicit biases test-takers hold.
Equity: Fairness and impartiality toward all concerned, based on the principles of
evenhanded dealing. Equity implies giving as much advantage, consideration, or latitude to one
party as is given to another. Along with economy, effectiveness, and efficiency, equity is
essential for ensuring that extent and costs of funds, goods and services are fairly divided among
recipients.
Culture: Language, race and ethnicity but also includes gender, class, and religion
Cultural proficiency: Broadly recognized as the knowledge, skills, attitudes, and beliefs
that enable people to work well with, respond effectively to, and be supportive of people in
cross-cultural settings. Cultural proficiency is not solely the acceptance of cultural differences,
but, rather, a transformational process that allows individuals to acknowledge interdependence
and align with a group other than their own.
Culturally relevant pedagogy (CRP): Culturally relevant or responsive teaching is a
pedagogy grounded in teachers’ displaying cultural competence and skills at teaching in a cross-
12
cultural or multicultural setting. They enable each student to relate course content to his or her
cultural context.
Organization of the Project
Five chapters are used to organize this study. This chapter provided key concepts and
terminology commonly found in education about CP practices and high-quality instruction that
provides equity for all students. The organization’s mission, goals, stakeholders, importance of
the study, and the framework were provided. Chapter Two provides a review of current literature
on the scope of the study. Topics of CP, its continuum, and CRP are addressed. Additionally, the
Clark and Estes (2008) framework will be further explored in relation to how it informs this
study. Chapter Three details the purpose of the project and research questions, the conceptual
framework. The assessment of performance influencers: knowledge, motivation, and
organizational elements to be examined and the methodology in terms of participants, data
collection and analysis utilizing the Clark and Estes framework. In Chapter Four, the data results
and findings are described and analyzed. Chapter Five provides recommendations for practice
based on the data and literature as well as recommendations for an implementation and
evaluation plan.

13
CHAPTER TWO: LITERATURE REVIEW
This study evaluated the implementation of CRP to best support African American
students. This chapter provides a historical background of the educational barriers impacting
African American students. Implications of teacher implicit bias and how it relates to equity for
African American students in the classroom are presented. An overview of the CP framework
and cultural competence continuum lay the foundation for defining a culturally competent
teacher is also presented. Culturally relevant pedagogy is discussed as an evidence-based
practice for teachers to best support African American students. Lastly, a review of the Clark
and Estes (2008) gap analysis framework is presented along with an examination of the
knowledge, motivation, and organizational influences needed to reach the stakeholder goal of
100% of first and second grade teachers implementing culturally relevant pedagogy to best
support African American students.
Influences on the Problem of Practice
Historical Background of African American Education in North America
Historically, African Americans in North America have graduated from historically
Black college and universities (Toldson, 2018). These institutions provide and increase
educational opportunities for underserved communities and are uniquely positioned to increase
the pipeline of Black students who pursue advanced degrees and careers in science, technology,
engineering and mathematics (Toldson, 2018). From the 15th century, the evolution of the
African American people in North America as well as the multiplicity of cultural institutions,
political strategies, and religious and social perspectives they developed, shaping their own
history, culture and society has been a struggle (Gates, 2013). Black people changed American
society, contributed to the popular culture, and redefined the American dream. From Senegal,
14
Africa, many Africans were sold into the slavery system and went across oceans and continents,
and families were scattered. At the turn of the 20th century, a steady stream of African
Americans left the South, fleeing the threat of racial violence and searching for better
opportunities in the North and the West (Gates, 2013). Even when America was led by a Black
president, Barak Obama, it remained a nation deeply divided by race. African Americans
struggled to build their own worlds within the confines of segregation.
It is important not to overlook the ways that communities of color always have worked to
educate themselves (Ladson-Billings, 2001). Between 1865 and 1877, African Americans
mobilized to bring public education to the South for the first time to develop schools and
curricula that met the unique needs of a population only a few generations out of chattel slavery.
Scholars in the history of education, such as James Anderson (1989), Michael Fultz (1995), and
David Tyack (2004), documented the legacy of educational inequities in the Unites States. Those
inequities initially were formed around race, class, and gender (Ladson-Billings, 2001). For a
century after the end of slavery in the United States in 1865, most colleges and universities in
the Southern United States prohibited all African Americans from attending, while institutions in
other parts of the country regularly employed quotas to limit admissions of Black students
(Toldson, 2018).
Equity for African American Students
Families of color have been fighting for quality education for their children (Ladson-
Billings, 2006). As issues of discrimination and inequities have a long history in our educational
systems, these inequities cannot be reversed quickly, but society can make concerted efforts to
pay attention to issues of equity and provide schools with resources to begin such conversations
(Colorado Department of Education, 2010). The moral imperative of grasping the “why” is the
15
most important piece of the puzzle to implementing equity. The compelling “why” should
include the first steps in implementing equity, and the “why” becomes the internal push when the
work gets hard (Jarvius, 2017). If equity is about providing students and adults what they need to
exceed performance targets, then tapping into how students make meaning through their cultural,
racial, and social filters is critical to ensuring success for all (Jarvius, 2017). Effective
differentiated instruction, with students being the producers of knowledge rather than the
consumers of knowledge, is moving toward stronger teaching (Jarvius 2017; Ladson-Billings,
2001; Lindsey et al., 2009). Consequently, CP and CRP won’t itself lead to equity for African
American students but is a key component.
Implicit Bias of Teachers and Implications for African American Students
Implicit bias refers to the attitudes or stereotypes that affect one’s understanding, actions,
and decisions in an unconscious manner. Recent research generally supports the contention that
implicit bias can harm academic outcomes for minority students (McGinnis, 2017). In particular,
implicit bias measures of prejudiced teacher attitudes have been shown to explain differing racial
achievement gaps (van den Bergh et al., 2010). This link was mediated through differences in
teachers’ expectations (van den Bergh et al., 2010). Research suggests that lower teacher
expectations detract from student learning through a variety of mechanisms, including less
interpersonal warmth, less effortful teaching (Brophy & Good, 1970) and fewer teacher-provided
opportunities (Beady & Hansell, 1981).
Understanding implicit racial bias can help us to better understand how institutional
racism and other forms of bias affect the educational experiences of students from marginalized
communities. For example, when reporting on crimes, the media use incriminating photos of
victims of color, but positive photos of White suspects. Gladwell (2005) contended that racial
16
attitudes are immediate and automatic associations that happen before individuals have time to
think. In North America, we are surrounded every day by cultural messages linking White with
good, and teachers are shaped by multiple media on a regular basis that may affect how they
view students (Gladwell, 2005).
In the classroom, these tendencies to view child behaviors differentially based on the race
of the child may be a manifestation of more generalized implicit biases regarding race and
criminal or delinquent behavior (Gilliam et al., 2016). For example, the automatic association
between race and perceived threat of aggression has been shown even when the Black face
presented was that of a 5-year-old boy. There is evidence that empathic responses are dampened
when the observer is of a different race than the observed, suggesting that teachers may be less
likely to respond with empathy when a child of a race different from her own is exhibiting
challenging behaviors or challenging home experiences (van den Bergh et al., 2010). The
implicit measure of teacher prejudiced attitudes was found to explain differing ethnic
achievement gap sizes across classrooms via teacher expectations. These results also suggest that
the use of implicit attitude measures may be important in educational research (van den Bergh et
al., 2010).
Cultural Proficiency Framework
This section will explore CP, which often manifests as equity in the classroom as it is
conceptualized by the teacher. Cultural proficiency is defined as a powerful set of interrelated
tools to guide personal and organizational change (Lindsey et al., 2009). Such tools are adopted
by organizations to express their value of “diversity in both theory and practice and make
teaching and learning relevant and meaningful to students of various cultures” (Bustamante,
2006, p. 3). When teachers build their capacity to work with students from all cultures, they
17
embody values of diversity (Zanetti et al., 2014) and take steps to evaluate the culture of the
classroom by “clarifying values, assumptions, and cultural expectations” (Lindsey et al., 2009, p.
87). Teachers must learn about the culture of the students and their families and assess the
dynamic nature of the differences in values and expectations (Lindsey et al., 2009, p. 87).
Through such learning, teachers recognize students’ unique culture by using cultural knowledge,
prior knowledge, frames of reference, and performance styles of diverse students to make modes
of learning relevant and effective (Gay, 2013; Krasnoff, 2016). The intersection of cultural
background and pedagogy is built on a comprehensive set of knowledge and skills that
practitioners often lack in their attempts to engage students from diverse backgrounds in the
teaching and learning process (Howard, 2010).
The CP framework (Lindsey et al., 2009) helps teachers to increase awareness that they
bring their own personal biases to the classroom, which will have an impact on their teaching.
Reflective introspection regarding how these biases affect instruction and the engagement of
their students in the learning process is crucial to improving student achievement (Lindsey et al.,
2009). Lindsey et al. (2009) contend that CP is an inside-out perspective on change where
educators transform approaches to their personal mindset, their behaviors, and to their classroom
practices to ensure that they adapt their practices to the CP continuum to meet the needs of the
students they serve.
Cultural Competence Continuum
The CP continuum provides a broad look at the range of behaviors and attitudes related to
issues that emerge in a diverse environment (Lindsey et al., 2009). This continuum provides
common language for describing situations and encounters along six generalized points which
18
represent distinctly different ways in which educators respond to those who are culturally
different from them.
The points of the CP continuum are cultural destructiveness, cultural incapacity, cultural
blindness, cultural pre-competence, cultural competence, and CP (Lindsey et al., 2009). Per
Lindsey et al. (2009), cultural destructiveness refers to eliminating the cultures of others in all
aspects of the school and in relationship with their communities. Cultural incapacity means
trivializing other cultures and seeking to make the culture of others appear to be wrong. Cultural
blindness is pretending not to see or acknowledge the culture of others and choosing to ignore
the experiences of cultural groups in the school and community. Cultural pre-competence means
becoming increasingly aware of what is not known about working in diverse settings. Cultural
competence is manifesting personal values and behaviors and the school’s policies and practices
in a manner that is inclusive of cultures that are new or different from one’s own. Cultural
proficiency is advocating for lifelong learning for the purpose of being increasingly effective in
serving the educational needs of cultural groups and a belief that educators and schools are
instruments for creating a socially just democracy (Lindsey et al., 2009). Appendix A presents
the multiple stages of Lindsey et al.’s (2009) CP continuum. The six points represent ways in
which individuals respond to those who are culturally different from them, and examples of each
stage are included in the table.
When examining the six points of the culturally proficient continuum, cultural
competence, the fifth point, describes behaviors aligned with standards that move an educator
toward culturally proficient actions (Lindsey et al., 2003). This means that, at the minimum,
effective teachers should operate at this level (Lindsey et al., 2003). While each of the elements
of this continuum are relevant, the final two stages, cultural competence, and CP inform this
19
broader work. These two stages represent the corrective stage of this continuum as most feasible
as a change objective given constraints on curricular objectives and educators’ capacities.
Recognition of the earlier stages, typified by a poor attitude toward traditionally underserved
students, may yield strong results and data, but conclusions drawn from analysis of such traits
will not produce results germane to a broader change objective.
Defining A Culturally Proficient Teacher
Cultural proficiency entails thinking beyond race or ethnicity and self-reflecting on
personal bias, stereotypes, beliefs, and norms, (Lindsey et al., 2009). Teachers who become
culturally proficient can be honest about their reactions and presumptions regarding students’
cultural dimensions. They focus on self-reflection as a means to growth in CP. Teachers can also
strengthen students’ self and social efficacy by creating learning opportunities that promote the
existing diversity in the class (Lindsey et al, 2010). Teachers can demonstrate CP through
various behaviors, such as embracing the guiding principles of CP, interpreting their own
discomfort or entitlement, and understanding the oppression-entitlement continuum. They may
also learn about the cultures of their students and their families and assess the dynamic nature of
differences in values and expectation. Teachers may use the CP continuum to learn about
paradigms they hold that cause them to resist or be blind to learning ways to meet the needs of
people who are culturally different from them. They may also use the essential elements of
cultural competence as standards to guide personal change. Lastly, teachers can capitalize on the
knowledge they have acquired about all students and build instruction around that knowledge.
Teachers can construct a meaningful and relevant connection between the student and the
concept being taught.
20
A wide range of classroom techniques and behaviors can help educators to emphasize
goals of cultural competence. These can include referring to students by name and taking the
time to learn to pronounce students’ names correctly (Ladson-Billings, 2009). Teachers can use
classroom desk placement to facilitate conversation (Shade et al., 2004). They can use bulletin
boards and other classroom features to foster a “pervasive…school climate [and] physical
environment,” which creates an inviting atmosphere for students (Nieto, 2000, p. 76). Teachers
can advocate for and express the importance of multiliteracy, especially through the use of
minority students’ languages, whether native or colloquial (Schwarzer et al., 2003). They can use
team building activities by which peer support for academic achievement purposes can be
facilitated, especially by establishing relationships through which students can “rely on each
other before relying on the instructor” (Cuseo, 2006 p. 1).
Culturally competent educators will also use a variety of responses through which
students can be better-induced to understand a range of complicated topics in a manner which
may increase the likelihood of their taking academic risks (Trumbull & Pacheco, 2005). For
example, Ladson-Billings (2009) suggests that teachers’ identifying students whose educational,
economic, social, political, and cultural futures are most tenuous can help them to become
intellectual leaders in the classroom and make their culture a point of affirmation and
celebration. For example, by disrupting the notion of African American males as social outcasts,
the teachers provide academic support for them and give other students a new view of their
classmates. Additionally, teachers can engage students in a collective struggle against the status
quo by helping students understand that societal expectations for them are generally low, and
teachers can support them by demonstrating that their own expectations are exceptionally high.
Moreover, use of clarifying techniques, including allowing prompts for clarification or use of
21
related questions, is another touchstone of the culturally competent educator (Pierce & O’Malley,
1992). Finally, it is critical for educators to acknowledge contributions made by all students
(Shade et al., 2004), as well as seek multiple perspectives through solicitation of student input
and to respond with validation of alternative views, even when such views are incorrect
(Wiggins & McTighe, 2005). Lastly, they can leverage their students’ life experiences to connect
classroom information to their lives (Landsman, 2006).
Culturally Relevant Pedagogy
Effective educators of marginalized students must be aware of the different ways in
which learners construct knowledge. A theoretical basis which informs strategies to reduce
opportunity and achievement gaps is CRP. This strategic pedagogical theory is committed to
“both individual and collective empowerment” by teachers who strive to foster equitable
development of all students, focusing on the varied learning strategies and capacities of these
students (Gambrell, 2017). Critically, this factor reflects CRP as embodying constructivist
principles which indicate that students arrive in the classroom not as “blank slates” equipped
with (or hindered by) “constructed understandings of the world” which are informed by prior
knowledge and experience (National Study Group for the Affirmative Development of Academic
Ability, 2007, p. 9). This theory indicates that these constructed worldviews influence students’
capacity to participate or thrive in the classroom or even to “acquire new knowledge” (National
Study Group for the Affirmative Development of Academic Ability, 2007, p. 9). In deference to
this cognitive basis, CRP is manifest by classroom environments which are “safe, inclusive, and
respectful…[and] characterized by respect for diversity,” as well as engaging and motivating of
all learners through an interdisciplinary approach to knowledge construction (Phuntsog, 1999,
p. 102).
22
Most broadly, CRP defines teaching practices that use the characteristics, experiences,
and perspectives upon which students’ learning capacities are predicated as “conduits for
teaching them more effectively” (Rychly & Graves, 2012, p. 44). Teachers who adhere to CRP
must embody many qualities, including being “socio-culturally conscious,” as through offering
“affirming views of students from diverse backgrounds” (Gambrell, 2017, p. 2). To this end,
classroom use of CRP is linked to its facilitation of specific classroom goals, including students
“experiencing academic success” or success greater than they would have enjoyed without being
exposed to CRP (Gambrell, 2017, p. 2). This can be the result of a proactive approach on the part
of educators to reject normative cultural and historical influences which may drive implicitly-
reduced expectations of minority students, as through classroom discussion which serves to
“critically challenge [their] society” (Gambrell, 2017, p. 2). CRP educators also recognize
themselves as agents for beneficial social change, especially toward racial equity goals in the
school community (Gambrell, 2017). When considered through a lens of CRP, which stresses
cultural relativism, historical context, and constructed learning, reduced GATE placement and
test scores among African American students may have partly resulted from their being
mismatched with unsupportive or inattentive educators (Phuntsog, 1999, p. 104).
In practice, Ladson-Billings (2009) argues that CRP looks like a math teacher informing
students about the African origins of algebra prior to a lesson, involving every student in the
lesson, moving around the classroom as students pose questions or suggest solutions, helping
students understand that they are knowledgeable and capable of answering their own questions
and those of others. In short, effective reform and teaching strategies which embody CRP
express culturally responsive practice. Strategies for closing the achievement gap through
responsive practice include educators championing the modern desegregation of schools to
23
rectify the fact that, 60 years after Brown v. Board of Education, American schools are now just
as racially segregated as they were before the landmark ruling (Mayfield, 2012, p. 15). This is a
problem because “75% of Black students attend schools with a high percentage of culturally
diverse students attend so-called majority-minority schools…and 38% attend schools with a
White population of 10% or less,” so African American students receive poorer-quality
education as a function of lesser public investment in urban areas (Darling-Hammond, 2001).
Another promising strategy is the use of benchmarks and progress monitoring, which presume
that, if schools are mandated to show growth, then “low-performing schools will…improve
student performance” (Mayfield, p. 17). The final and most practical strategy pertains to teacher
professional development, which Mette et al. (2016) found highly beneficial in “helping
[teachers to] examine their views on poverty,” thus facilitating these educators’ teaching of their
historically disadvantaged students (p. 12).
However, Powell and colleagues (2016) cautioned that CRP-informed education, even
when earnestly approached by teachers, may be constrained by “constraints imposed by
administrators, high-stakes accountability, language barriers in communicating with families,
and the sheer complexity of culturally responsive instruction” (Powell et al., 2016, p. 3). These
findings were supported by Taylor (2010), who argued that culturally responsive educators must
be fostered in school communities through dedicated education and development programs that
enable superior understanding of minority students and by excising negative preconceptions
about these students as a vehicle for “culturally supported, learner-centered” student
development (Taylor, 2010, p. 24). One method for increasing the degree to which a classroom
fosters CRP is through scripted curricula, the increasing use of which, after the passage of No
Child Left Behind, was criticized by those who argued that scripted curricula and “culturally
24
relevant/responsive pedagogy” were mutually exclusive (Wyatt, 2014, p. 447). That said,
scripted curricula may be useful for achieving culturally responsive pedagogies, however
inorganically, which are effective in promoting minority students’ learning needs (Wyatt, 2014).
Culturally responsive pedagogy stresses cultural relativism, historical context, and
constructed learning in the development of curriculum and classroom strategy. These examples
have shown that CRP is highly similar to CP, though with a greater focus on learning styles and
methods. The following section considers a broad continuum upon which CP and culturally
responsive classroom practice can be predicated, fostered, and analyzed to close the achievement
gap.
Clark and Estes’ Gap Analysis Framework
The knowledge, motivation, and organizational influences framework (Clark & Estes,
2008) focuses on knowledge-related influences pertinent to the achievement of the stakeholder
goal. This problem-solving process is based on understanding stakeholder goals with regard to
the organizational goal and identifying assumed performance influences in the areas of
knowledge, motivation, and organization based on general theory, context-specific literature, and
an existing understanding of the organization.
Clark and Estes (2008) argued that there are three causes of performance problems and
solutions in an organization: knowledge and skills that may affect individual and team
performance, motivation to achieve organizational goals, and organizational barriers that may
affect employees’ performance due to lack of materials or inadequate work processes.
Knowledge means understanding the how, why, what, when, and where (Clark & Estes, 2008).
Motivation is a desire to do something and the belief that one can do that something (Clark &
25
Estes, 2008). Organizational policy and materials are needed to succeed, and these factors are
critical concerning performance of the organization mission and vision (Clark & Estes, 2008).
Solving organizational performance problems by examining the knowledge and
motivation of stakeholders requires being observant of the stakeholders (Clark & Estes, 2008). A
good understanding of how people’s behavior, environment, and their internal beliefs, relate to
each other and mediate behavior outcomes is an important concept to grasp. When analyzing
organizational performance problems, if stakeholders understand how goal orientation and
attribution theory and emotions impact motivation, strategies can be identified, and solutions
executed. To close performance gaps, causes of the gap should be identified and analyzed. An
improvement program should be selected to improve the performance of employees.
Stakeholder Knowledge, Motivation, and Organizational Influences
The elements of Clark and Estes’ (2008) gap analysis framework presented highlight the
knowledge, motivation, and organizational influences affecting the ability of teachers to provide
equity using CP, CRP, and CLRP to best support African American students. As the teachers
were the stakeholder group at the center of this study, the first section addresses the knowledge
and skills identified in the literature as essential for equitable instruction. A discussion of factors
influencing teacher motivation and persistence follows. Lastly, organizational influences,
focusing on the direct interaction and impact relative to the teacher experience complete the
analysis. Collectively, the KMO elements presented provide the targets and objectives driving
the research methodology outlined in Chapter Three.
Knowledge and Skills
It is necessary for people to know how to perform job tasks, and Clark and Estes (2008)
argued that job performance competencies are met when people have the knowledge and skills
26
required to handle their duties and responsibilities. Meaning is constructed by individual
perception and influenced by prior knowledge (Kintsch & Mangalath, 2011). While people at
work need training to acquire necessary skills and knowledge to understand how to perform
work goals, in an educational context, learners are typically those who know best when they are
in need of certain skills, and, as a result, researchers have argued for learners to be the
controlling force in their own learning (Kirschner & Merrienboer, 2013).
There are different knowledge types: declarative, procedural, and metacognitive.
Declarative knowledge is factual and conceptual information, procedural knowledge
demonstrates how to perform a task, and metacognitive knowledge regards cognition in general,
particularly as it relates to control of cognition, planning, evaluation, and re-planning (Crescenzi,
2016; Krathwohl, 2002). Cognitive processes such as remembering, understanding, applying,
analyzing, evaluating, and creating, are important for training and performance purposes
(Crescenzi, 2016).
This section examines literature relevant to knowledge influences while focusing on
stakeholder goal implementation at AES. The different knowledge types are important to
categorize with each knowledge influence to make recommendations based on theoretical
principles.
Teachers Need to Have Knowledge About Data Concerning African American Urban
Elementary School Students and Organization Goals
At AES, teachers require declarative knowledge of data pertaining to their African
American students. This knowledge is required to achieve the organizational goal using teaching
methods (Clark & Estes, 2008). A good education provides people with solid but general
conceptual and analytical knowledge (Clark & Estes, 2008). Providing teachers with reports on
27
student progress would support their teaching practices toward CP by assisting them with
necessary background information to demonstrate knowledge of students when planning lessons
(Bustamante, 2006; Howard, 2010; Krasnoff, 2016; Lindsey et al., 2009). Teachers have
classroom performance goals that align with organization goals to perform their job
responsibilities and increase student achievement. How individuals organize knowledge
influences how they learn and apply what they know (Schraw & McCrudden, 2006). It is
necessary for teachers to have this information to identify strategies that may help with the
current situation. Teachers who use student data were likely to report making additional uses of
data, such as identifying student skill gaps, informing changes to the curriculum, and identifying
promising practices (Gallagher et al., 2008).
Teachers Need to Implement Cultural Proficiency Practices Related to Instructional Practice
for African American Students
Teachers require procedural knowledge, which demonstrates how to perform a task, to
perform the skills available or known (Clark & Estes, 2008). This knowledge of concepts is
related to culturally proficient instructional practices to best support African American students
in the classroom (Karns, 2011; Lindsey et al., 2009). Teachers need to be provided with the CP
continuum table that describes the range of behaviors and attitudes related to issues that emerge
in diverse learning environments (Lindsey et al., 2009), and, at a minimum, how effective
teachers should operate at the cultural competence level, or a higher CP level. Teachers should
be required to name the CP practices first and then be expected to implement them. Cultural
proficiency entails thinking beyond race or ethnicity and self-reflecting on personal bias,
stereotypes, beliefs, and norms (Lindsey et al., 2009).
28
Teachers Need to Have Knowledge About and Evolve Their Culturally Responsive Pedagogy
to Provide Equity to African American Students
Teachers need to have metacognitive knowledge regarding thinking about and knowing
how to implement CRP to best support African American students in the classroom. This
requires the ability to reflect on and adjust skills and knowledge, including utilizing general
strategies, assessing demands, planning one’s approach and monitoring progress (Krathwohl,
2002). To develop mastery, individuals must acquire component skills, practice integrating them,
and know when to apply what they have learned (Schraw & McCrudden, 2006). Also, continued
practice promotes automaticity and takes less capacity in working memory (Schraw &
McCrudden, 2006). Teachers need metacognitive knowledge in order to assess their own
teaching strategies for shortfalls in their evolution towards becoming culturally responsive
educators.
Teachers need knowledge to best support African American students that includes clearly
structured criteria of CRP, which embodies constructivist principles which indicates that students
arrive in the classroom equipped with understandings of the world which are informed by prior
knowledge. These worldviews influence student’s capacity to participate and thrive in the
classroom or acquire new knowledge (National Study Group for the Affirmative Development of
Academic Ability, 2007, p. 9). CRP stresses cultural relativism, historical context, and
constructed learning (Phuntsog, 1999, p. 104). CRP educators also recognize themselves as
agents for beneficial social change especially toward racial equity goals in the school community
(Gambrell, 2017).

29
Teachers Need Knowledge About the Cultural Proficiency Framework to Best Support
African American Students ’ Academic Achievement
Teachers require metacognitive knowledge to self-reflect on and self-evaluate their own
knowledge of CP. Understanding implicit bias and how it may affect students’ educational
experiences is an important phenomenon for teachers to address (Gilliam et al., 2016). Teachers
need to know about CP through various behaviors, such as embracing the guiding principles of
CP, interpreting their own discomfort or entitlement, and understanding the oppression-
entitlement continuum (Lindsey et al., 2009). Teachers need information on concepts related to
CP and becoming culturally competent to close the performance gap (Lindsey et al., 2009).
Teachers needs to know that they can also strengthen students’ self and social efficacy by
creating learning opportunities that promote existing diversity in the class (Arriaga & Lindsey,
2016; Karns et al., 2011).
All four knowledge influences were assessed by either surveys, interviews, observations,
or document analysis. Teachers were asked to recall information about data and African
American elementary school students, teaching methods, and organization goals, how they
acquire important job-related knowledge about CP as it relates to instructional practices, the
knowledge about cultural linguistically relevant teachers, and how they are aware of CP and
culturally competent.
Table 2 below displays the stakeholder knowledge and skills needed to achieve the
stakeholder goal. The table also categorizes assumed knowledge influences into knowledge
types.

30
Table 2
Assumed Knowledge Influences
Organizational Mission
AES’s mission is committed to promoting productive, responsible, lifelong learners by providing our
diverse student body with the necessary skills to become creative, independent, critical thinkers,
collaborative workers, and effective communicators who can make a positive impact in our world.
Stakeholder Goal
By June 2021, 100% of first an second grade teachers will implement culturally relevant pedagogy to
best support African American students.
Knowledge Influence
Teachers need to have knowledge about data, teaching
methods, and organizational goals concerning African
American students
(Declarative)
Clark & Estes, 2008; Crescenzi, 2016;
Kintsch & Mangalath, 2011; Kirschner
& Merrienboer, 2013; Krathwohl, 2002;
Schraw & McCrudden, 2006
Knowledge Influence
Teachers need to know what cultural proficiency
practices are as it relates to instructional practice for
African American students
(Procedural)
Clark & Estes, 2008; Karns, 2011;
Lindsey et al., 2009
Teachers need to have knowledge to be able to assess
their own teaching strategies and continue to evolve
their culturally relevant pedagogy to provide equity to
African American students
(Metacognitive)
Gambrell, 2017; Krathwohl, 2002;
Phuntsog, 1999; Schraw & McCrudden,
2006
Teachers need to have knowledge about the cultural
proficiency framework and become culturally competent
and proficient to best support African American
students’ academic achievement
(Metacognitive)
Gilliam et al., 2016; Lindsey et al.,
2009; Karns et al., 2011

Motivation Influences
This section examines literature relevant to motivation influences while focusing on
stakeholder goal implementation at AES. Motivation is necessary to perform job expectations.
Motivation is the desire to do something and the belief that one can (Clark & Estes, 2008). The
motivation related influences that are pertinent to the study are self-efficacy and utility value.
One common assumption is that getting people to learn is largely a matter of motivation.
Clark and Estes (2008) suggest that motivation gets us going, keeps us moving, and tell us how
much effort to spend on work tasks. There are three motivational indices or types of motivational
31
processes that come into play in a work environment. The first is active choice, which refers to
people choosing (or failing to choose) to actively pursue a work goal. The second is persistence.
People have many goals and distractions and, so, are tempted not to persist at a specific goal. We
allow ourselves to be distracted by less important goals. The third is mental effort which refers to
people choosing a goal and persisting at it in the face of distractions but must decide how much
mental effort to invest in achieving the goal.
Self-Efficacy: Teachers Need To Believe They Can Transfer Culturally Relevant Pedagogy
Strategies Into The Classroom
Self-efficacy is defined as the confidence one has in one’s ability to complete a task
(Clark & Estes, 2008). Teachers need to believe they can transfer CRP strategies into the
classroom. They should have self-efficacy to embrace CP practices and to have personal,
professional, and understanding that they have the power to create or destroy academic
opportunity for students (Gladwell, 2005). Motivation is a desire to do something and the belief
that one can; the process whereby goal-directed activity is instigated and sustained (Pintrich,
2003). Motivation, learning, and performance are enhanced when learners have positive
expectations for success (Clark & Estes, 2008; Pintrich, 2003). Effective teaching strategies
which embody CRP express culturally responsive practice. Culturally responsive pedagogy
recognizes student’s unique culture by using validating and affirming information (Gay, 2002).
Utility Value: Teachers Need to See the Usefulness of Incorporating Cultural Proficiency
Strategies Into Their Instructional Practice
Utility value is determined by how well a task relates to current and future goals, such as
career goals. Learning and motivation are enhanced if the task can have positive value to a
person because it facilitates important future goals, even if he or she is not interested in the task
32
for its own sake (Eccles, 2006; Pintrich, 2003). Much of what we do is chosen not because we
love it or excel at it, but because we want to the benefits that come when we finish (Clark &
Estes, 2008). To that end, people focus on the benefits of finishing the task and not their lack or
interest or disconnect about the means to reach the end (Clark & Estes, 2008). Models who are
credible and similar (e.g., gender, culturally appropriate) can foster positive values (Pajares,
2006). The common assumption is that getting people to learn is largely a matter of motivation.
When people have an attitude where that are open to learning new information, commitment,
learning automatically follows.
Therefore, teachers need to see the value in incorporating CP practices to support the
goals and plans for the success of the organization by incorporating CP strategies into their
instruction plan. Cultural proficiency is a mindset, a world view, and a way a person or
organization makes assumptions for effectively describing, responding to, and planning for
issues that arise in diverse environments (Lindsey et al., 2009). Teachers need support with
conversations and actions to transform their thinking from a fixed mindset to a growth mindset
(Dweck, 2006). Jarvius & Tomlinson (2012) contends classroom equity is 75% mindset and 25%
strategies. The teachers’ expectations are critical to implementing equity. Teachers must
understand that what they believe influences their actions with students (Jarvis, 2017).
Activating personal interest through opportunities for choice and control can increase
motivation (Eccles, 2006). Higher expectations for success and perceptions of confidence can
also positively influence learning and motivation (Eccles, 2006). Feedback as well as actual
success on challenging tasks positively influence people’s perceptions of competence (Borgogni
& Petitta, 2011).
33
Both motivation influences were assessed by either survey, interview, or observations.
Teachers were asked to recall information about self-efficacy and utility value. Solving
organizational by examining motivation of stakeholders requires being observant of the
stakeholders.
Table 3 categorizes assumed motivation influences and explains why this knowledge
information is important to people in the organization.
Table 3
Assumed Motivation Influences
Organizational Mission
AES’s mission is committed to promoting productive, responsible, lifelong learners by providing
our diverse student body with the necessary skills to become creative, independent, critical thinkers,
collaborative workers, and effective communicators who can make a positive impact in our world.
Stakeholder Goal
By June 2021, 100% of first and second grade teachers will implement culturally relevant
pedagogy to best support African American students.
Assumed Motivation Influences
Self-efficacy: Teachers need to believe they can
transfer culturally relevant pedagogy strategies
into the classroom.
Clark & Estes, 2008; Gladwell, 2005; Pintrich,
2003; Ladson-Billings, 2009; Gay, 2000
Utility value: Teachers need to see the usefulness
of incorporating cultural proficiency strategies
into their instructional practice.
Eccles, 2006, Pintrich, 2003; Clark & Estes,
2008; Lindsey et al., 2009; Dweck, 2006;
Jarvius, 2017; Borgogni et al., 2011; Pajares,
2006

Organizational Influences
An organization’s culture can be analyzed based on the cultural settings and cultural
models that exist in it (Gallimore & Goldenberg, 2001). Cultural settings are concrete and
include the employees, their tasks, how and why tasks are completed, and the social context in
which their work is performed. Cultural models refer to cultural practices and shared mental
schema in an organization (Gallimore & Goldenberg, 2001).

34
Cultural Models: The Organization Needs to Value Cultural Proficiency Practices
Cultural models refer to values, beliefs, and attitudes that are generally invisible and
automated (Clark & Estes, 2008; Gallimore & Goldenberg, 2001; Schein, 2004). School
employees, as a consequence of their beliefs, expectations, values and practices, create or
perpetuate unequal outcomes in the classroom. As a result, reversing classroom inequity depends
on the teachers’ culture-related qualities and beliefs and their capacity to change, thereby
affecting the impact of equity and access in organizational practice (Bensimon, 2005).
Numerous studies have suggested that institutional racism has a profound negative effect
on African American students’ achievement (Fantuzzo et al., 2012; Lindsey et al., 2003;
Mattison & Aber, 2007; Rovai et al., 2005). African American students often encounter
significant difficulties and are often subject to overt offensive racial comments in class (Bush,
2015). These factors can exacerbate existing negative perceptions of these students’ belonging,
thereby negatively affecting both teacher-to-student and student-to-student interactions among
African American students (Bush, 2015). In addition, students who feel that they do not belong
in the classroom may find these feelings intensified by teachers whose cultural competence is
poor (Ladson-Billings, 2000). Therefore, educational institutions must seek CP as a goal to
address the achievement gap (Lindsey et al., 2003).
Accordingly, members of the education community must be willing to examine the
experience of students of color in their classrooms and their influence thereon. Given the
ubiquity and subtlety of institutional racism, however, status quo practices will remain in effect
until individual educational stakeholders—perhaps aided by more robust professional
development in CP methodology—can examine and bring meaningful reform to their attitudes,
35
beliefs, and ‘reflexive’ classroom practice toward African American students (Mattison & Aber,
2007).
Cultural Setting: The Organizational Leaders Need to Communicate the Value of Equity and
Culturally Relevant Pedagogy to Address Student Achievement for African American Students
Cultural settings refer to visible, concrete manifestations of cultural models that appear
within activity settings (Clark & Estes, 2008; Gallimore & Goldenberg, 2001; Schein, 2004).
The needs to clearly communicate its value for equity and culturally relevant pedagogy to
address student achievement for African American students. The literature recommends optimal
school settings for African American students based on their student feedback. African American
students preferred in their learning environments teachers who displayed caring bonds and
attitudes toward them, teachers who established community- and family-type classroom
environments, and teachers who made learning an entertaining and fun process (Howard, 2001).
To create proper cultural settings, effective organizational leaders regularly engage stakeholders
in the process of reflection to ensure their actions promote an atmosphere of inclusion and
diversity. They facilitate problem-solving strategies that promote objectivity, equity, and
inclusivity (Arriaga & Lindsey, 2016; Bensimon, 2005; DiTomaso et al., 2007).
Table 4 categorizes assumed organization influences, explains why this information is
important to teachers within the educational organization, and presents how each identified
stakeholder was assessed along these theoretical lines.

36
Table 4
Assumed Organization Influences
Organizational Mission
AES’s mission is committed to promoting productive, responsible, lifelong learners by
providing our diverse student body with the necessary skills to become creative, independent,
critical thinkers, collaborative workers, and effective communicators who can make a positive
impact in our world.
Stakeholder Goal

By June 2021, 100% of first and second grade teachers will implement culturally relevant
pedagogy to best support African American students.
Cultural Model Influence 1:
The organization needs to value cultural proficiency practices
(Clark & Estes, 2008; Gallimore & Goldenberg, 2001; Schein, 2004; Bensimon, 2005;
Lindsey et al., 2003; DiTomaso et al., 2007)
Cultural Setting Influence 1:
The organization’s value for equity and culturally relevant pedagogy is clearly communicated
to address student achievement for African American students
(Bensimon, 2005; DiTomaso et al., 2007; Gallimore & Goldenberg, 2001)

Table 5 categorizes the knowledge, motivation, and organization influences, explains
why these are important to people in the organization, and presents how stakeholders were
assessed along these theoretical lines. These influences are assumed and may need at least one
principle to determine a solution or guide the implementation of a solution in meeting the
organizational goals.

37
Table 5
KMO Assumed Influences
Assumed Influences on Performance
Source of
Assumed
Influences
Knowledge Motivation Organization

Learning,
Motivation
and
Organizational
Theory
Literature
Review

Teachers need to have knowledge
about data concerning African
American urban elementary school
students and organization goals.

Teachers need to know what CP
practices are related to instructional
practice for African American
students

Teachers need to have knowledge
about how to teach culturally
relevant pedagogy to provide
equity to African American
students

Teachers need to have knowledge
about the cultural proficiency
framework and become culturally
competent and proficient to best
support African American
students’ academic achievement

(Clark & Estes, 2008; Crescenzi,
2016; Kintsch & Mangalath, 2011;
Kirschner & Merrienboer, 2013;
Krathwohl, 2002;).

Self-Efficacy: Teachers
need to believe they can
transfer culturally
relevant pedagogy
strategies into the
classroom.

Utility Value: Teachers
need to see the
usefulness of
incorporating cultural
proficiency strategies
into their instructional
practice.

(Clark & Estes, 2008;
Gay, 2000; Gladwell,
2005; Ladson-Billings,
2009; Pintrich, 2003;)

Cultural Model:
The organization
values cultural
proficiency practices.

Cultural Setting
Influence:
The organization’s
value for equity and
culturally relevant
pedagogy is clearly
communicated to
address student
achievement for
African American
students

(Bensimon, 2005;
Clark & Estes, 2008;
DiTomaso et al.,
2007; Gallimore &
Goldenberg, 2001;
Lindsey et al, 2003;
Schein, 2004;)

38
Source of
Assumed
Influences
Knowledge Motivation Organization
Clark & Estes, 2008; Karns, 2011;
Lindsey et al., 2009)
Gambrell, 2017; Krathwohl, 2002;
Phuntsog, 1999; Schraw &
McCrudden, 2006
Gilliam et al., 2016; Karns et al.,
2011; Lindsey et al., 2009
Borgogni et al., 2011;
Clark & Estes, 2008;
Dweck, 2006; Eccles,
2006; Jarvius, 2017;
Lindsey et al., 2009;
Pintrich, 2003)

Conceptual Framework: The Interaction of Stakeholders’ KMO Context
The interactive conceptual framework is derived from a review of the relevant literature.
The conceptual framework guides the research in terms of the identification of relevant concepts
and specific questions to be investigated (Merriam & Tisdell, 2016). It is the system of concepts,
assumptions, expectations, beliefs, and theories that support and inform the research and is a key
part of the design (Maxwell, 2013).
Although the potential influencers in Chapter Two are independent of each other, it
should be recognized that they do not remain in isolation from each other. Clark and Estes
(2008) contend that there are three causes of performance problems and solutions of an
organization: (a) knowledge is an understanding of the how, why, what, when, and where; (b)
motivation is a desire to do it and the belief that one can; and (c) organizational policy and
materials are needed to succeed. These factors are critical concerning performance of the
organization mission and vision. Organizations embrace multiple goals to attain positive
outcomes (Clark & Estes, 2008). The interactions of the potential influencers at AES may
influence employee performance. Thus, the conceptual framework is the theoretical foundation
that supports the study, questions, design, methodology, and analysis (Maxwell, 2013; Merriam
39
& Tisdell, 2016). Further, the conceptual framework illustrates how the teachers of AES are the
stakeholders to facilitate achievement of the performance goal.
The smaller blue circle inside of the larger blue circle depicts the teachers’ stakeholder
group. The stakeholder group is the teachers who are accountable for implementing equity for
the African American students at AES. The stakeholder’s knowledge is associated with their
ability to integrate CP and CRP in the classroom instruction. Moreover, this knowledge is
determined by their ability to include equity for African American students into the curriculum.
The arrow is pointing downward to a box with the goal for the stakeholder group. Clark and
Estes (2008) contends that knowledge is an understanding of the how, why, what, when, and
where concerning the employees’ ability to achieve their performance goals. The larger blue
circle represents the organization and the general factors associated with achieving the teacher
stakeholder goal. AES encompasses the organization cultural models and cultural settings.
Cultural models and cultural settings play a direct role in the behavior of the teachers and the
climate and culture structure of the organization. The box to the right with the arrow pointing to
it, includes the assumed organizational influences that related directly to the teacher stakeholder
group. The figure below represents the stakeholder group’s knowledge and motivation and the
way in which organizations interacts with the stakeholders.

40
Figure 1

Conceptual Framework: Interaction Among the Organization, the Stakeholder Group, and the
Organization’s Goals

Organization:
AES Elementary School
Cultural Settings
and
Cultural Models

AES Teachers’ Goal:
By June 2021, 100% of first and second grade
teachers in AES will implement culturally
relevant pedagogy to best support African
American students.
Stakeholder:
Teachers’
Knowledge
and
Motivation

Assumed Organization Influences:

Cultural Setting: The organization’s value for
equity and culturally relevant pedagogy is clearly
communicated to address student achievement for
African American students

Cultural Model: The organization needs to value
cultural proficiency practices

Knowledge Influences:

Declarative (Conceptual): Teachers need to have
knowledge about data concerning African
American urban elementary school students and
organization goals
Procedural: Teachers need to know what
cultural proficiency practices are related to
instructional practice for African American
students
Metacognitive: Teachers need to have
knowledge about how to teach culturally
relevant pedagogy to provide equity to African
American students
Metacognitive: Teachers need to have
knowledge about the cultural proficiency
framework and become culturally competent
and proficient to best support African American
students’ academic achievement

Motivation Influences:

Self-Efficacy: Teachers need to believe they can
transfer culturally relevant pedagogy strategies into
the classroom
Utility Value: Teachers need to see the usefulness of
incorporating cultural proficiency strategies into
their instructional practice

41
Summary
The literature review in Chapter Two first provided a historical overview of the
development of educational barriers to African American students’ educational attainment.
Second, the review described the impact as it relates to implications of African American
students’ achievement related to equity, teacher and student demographics, implicit bias of
teachers, and the teaching and learning framework for teacher qualifications and diversity. Third,
the review highlighted theories in a variety of context that focused on a framework or
methodology of CP, CP continuum, CRP, defining a culturally proficient teacher, and culturally
and linguistically relevant pedagogy. Finally, the review explained Clark and Estes’s (2008)
knowledge, motivation, and organization framework. The literature review synthesized the
existing research surrounding the knowledge, motivation, and organizational influences under
the conceptual framework of the gap analytical model (Clark & Estes, 2008). The deeper
discussion of this method follows in the research methodology section of Chapter Three.

42
CHAPTER THREE: METHODOLOGY
Purpose of the Project and Questions
The purpose of this study was to evaluate the degree to which first and second grade
teachers implement culturally relevant pedagogy to best support African American students.
Specifically, the study examined the KMO influences distinguished in the literature. Teachers
were surveyed, interviewed, and observed regarding how CRP practices manifested in the
classroom both in terms of their personal experience and with respect to organizational
influences related to achieving the organizational goals. While a complete performance
evaluation would focus on all stakeholders, for practical purposes, the focus of this analysis was
on first and second grade teachers. Guiding the student design, were the following questions:
1. What is the stakeholders’ knowledge and motivation related to implementing culturally
relevant pedagogy to best support African American students?
2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation that, by 2021, 100% of first and second grade teachers will
implement culturally relevant pedagogy to best support African American students?
3. What is the recommended knowledge and skills, motivation, and organizational solutions
that, by 2021, 100% of first and second grade teachers will implement culturally relevant
pedagogy to best support African American students?
Methodological Framework
A mixed-methods design was used in this study (Creswell, 2014), to incorporate elements
of both qualitative and quantitative approach because a single method may not adequately
answer the aforementioned research questions. Furthermore, several forms of data were collected
to triangulate and validate the research by exploring the lived experience of classroom teachers
43
to evaluate their views regarding CP in general. Organizational education thereon, and how to
reach traditionally underrepresented, African American students was explored. Data was
gathered through surveys, interviews, observations, and document analysis. The data analysis
focused on the KMO influences related to providing equity for African American students’
academic achievement.
The study’s overall framework was based on Clark and Estes’ gap analysis method as a
systematic way to analyze organizational needs by selecting the right performance solutions to
seek results. The evaluative study focused on KMO influences related to achieving the overall
organizational goal of having all AES staff trained in CP practices.
Participating Stakeholders
Urban elementary first and second grade teachers from AES form the primary
stakeholders and subjects for this study and were surveyed, interviewed, and observed regarding
the degree to which they have embedded methods of support for their African American students
as well as to determine which practices of cultural competence were used in the classroom.
Participants were selected if they have taught African American students. This criterion allowed
for sufficient breadth to be achieved among different teachers while also ensuring that the sample
remains limited to educators.
Sample Recruitment Strategy and Rationale
The study sampling strategy was purposeful. The number of participants sought was eight
out of eight first and second grade teachers. This was an appropriate number in relation to the
conceptual framework and research questions, for it was small enough to ensure that each
subjects’ views would be presented in full and not aggregated, but large enough to ensure that
there was sufficient diversity of views upon which to base findings. Recruitment and data
44
collection took place in spring 2019, and a recruitment letter and informational flyer was sent,
and consents forms were completed before data collection.
Once AES Elementary School was selected, an introductory letter was emailed to the
principal requesting permission to study the school and sharing details of the study (Appendix
F). The principal provided the teachers with a participant introduction letter and informational
flyer with the details of the study (Appendix G and I). After gaining participant consent
(Appendix H), dates were scheduled via email with the principal to administer the survey online.
The researcher worked with the principal and SEL coordinator to schedule the facilitation of the
in-person interviews, and classroom observations. Documents related to the study were reviewed
to help determine responses to the study’s research questions and the conceptual framework.
Survey Sample Recruitment Strategy and Rationale
The study sampling strategy was purposeful sampling. Participants were first and second
grade teachers of African American students with at least three years’ teaching experience and
who taught African American students. Participants had a certification in CP training. This level
of experience ensured that teachers have the basic knowledge about how to work with African
American students for improved academic achievement. The number of participants was eight.
This was an appropriate number, for it is small enough to ensure that each subjects’ views were
presented in full and but large enough to ensure that there was sufficient diversity of views upon
which to base findings. A recruitment letter and informational flyer was provided to the teachers
by the principal via school mailboxes.
Interview Sampling Criteria and Rationale
All eight first and second grade teachers who participated in the survey also participated
in the interview. Timing and interviews consisted of meeting participants for 60 minutes at a
45
time. Questions were asked during the interview to collect meaningful data (Merriam & Tisdell,
2016). The number of items were 14 questions, and these items were connected to the conceptual
framework. A recruitment letter and informational flyer was provided to the teachers by the
principal via school mailboxes. The flyer for was the survey, interviews, and observations.
Observations Sample Recruitment and Rationale
Observations were conducted to triangulate emerging findings in conjunction with
interviews and document analysis (Merriam & Tisdell, 2016). Observations were conducted
during class time so the researcher could observe how teachers interacted with students. The
same eight first and second grade teachers who participated in the survey and interview were
observed by the researcher in their classrooms. The amount of time for each observation was
approximately an hour. An observation protocol was used (Appendix D), and this approach was
connected to the conceptual framework of how teachers engage African American students while
being mindful of CP and of CRP. A recruitment letter and informational flyer was provided
before data collection.
Document Sample Recruitment and Rationale
Document analysis was conducted to triangulate emerging findings in conjunction with
possible surveys, interviews, and observations (Merriam & Tisdell, 2016). Documents were
reviewed so the researcher could ascertain how they correlate with other data collection methods
from participants. The amount of time spent on the documents was two hours.
Documents Criterion and Rationale
The following elements were used as sampling criteria:

46
Criterion 1
Documents were professional development training agendas and sign in sheets. Ensured
teacher preparation and training strategies were provided to the teachers to support their learning.
Criterion 2
The school’s single plan for school achievement (SPSA) had measurable goals in ELA
and Math indicated. Ensured a plan existed to provide academic instruction to address the needs
of the African American student group.
The SPSA, the 2018–2019 Professional Development Priorities and Banked Time Days
for Elementary, Training documents (agenda and sign in sheet for certifications of CP and CRP),
and the teaching and learning framework observation rubric and observation transcripts to
determine the teachers’ effectiveness in meeting the needs of our diverse learners were reviewed.
Documents reviewed were related to the study (Merriam & Tisdell, 2016) to evaluate AES to
determine if CP practices and CRP is providing equity for African American students.
Data Collection and Instrumentation
Surveys, interviews, observations, and documents were chosen as sources of data because
they work well to ascertain participants’ beliefs and perspectives. This mixed-methods study
sought to understand the stakeholders’ knowledge and motivation as well as the organizational
practices that support or impede their ability to teach their African American students well.
Surveys
These surveys were administered in English to the eight first and second grade teachers
included in this study. The number of items was 10, and these items were connected to the
research questions and conceptual framework. Maxwell (2013), suggested that a conceptual
framework is the system of concepts, assumptions, expectations, beliefs, and theories that
47
support and inform research. Although the potential influencers are independent of each other, it
should be recognized that they do not remain in isolation from each other. I used Qualtrics online
survey software and send links to participants after requesting permission. One significant
advantage of using a survey was the rapid turnaround in data collection (Creswell & Creswell,
2018).
I used survey analysis plan map. The plan ensured that the data provided addressed every
topic. A survey analysis plan was completed during survey development (Irwin & Stafford,
2016; Pazzaglia et al., 2016). I used the analysis plan, prepared, and checked data files,
calculated response rates, calculated summary statistics, and presented the results in tables or
graphs. Survey items represented different scales of measurement for the same variable. These
items consisted of varied response forms, such as, Likert styled questions. There were two scales
of measurement: interval, and ordinal (Stafford, 2011). Each question targeted the knowledge,
motivation, and organizational element presented in my influence tables and my interactive
conceptual framework to address the research questions. I ensured the scales created provided
the opportunity to engage in the analysis desired.
Interviews
Interview questions yielded information to aid in understanding the research questions
and goals for this study. Through a mixture of semi-structured and open-ended prompts,
questions were posed which targeted the teachers’ understanding of knowledge-based,
motivational, and organizational elements which are core to this study. Also questions were
asked that probed subjects’ perceptions, opinions, values, emotions, regarding their education of
African American students, specifically of culturally proficient practice.
48
Interviews are a strong means by which elements that cannot be determined through
quantitative study, such as feelings, thoughts, and intention, can be gleaned (Merriam & Tisdell,
2016). Semi-structured interviews afforded the researcher greater flexibility to answer the
research questions through exploratory analysis. Questions were framed through hypothetical,
devil’s advocate, interpretive, and ideal position-framed lines of inquiry. One informal face-to-
face interview was conducted with each participant to build rapport. The total time interviews
required was anticipated to be no longer than one hour and interviews were conducted at a
convenient location for the researcher and the participants. There were 14 items on the interview
protocol. Within the data collected, through eight hours of interviews and follow-up visitations
of eight hours observations, themes emerged central to addressing the research questions.
Observations
Observations were conducted during class time so the researcher could observe how
teachers interacted with students. The amount of time spent on each observation was
approximately one hour. An observation protocol was used, and this approach was connected to
the conceptual framework of how teachers engaged African American students while being
mindful of CP and of CLRP. The classroom environment was observed to determine if it was
culturally inviting, if there was evidence of CRP strategies being implemented in the classroom,
and what these strategies consisted of as practiced by the teachers. The researcher built toward
theory from observations and intuitive understandings gleaned from being in the field (Merriam
& Tisdell, 2016). Bits of pieces of information from interviews, observations, or documents
were combined and ordered into larger themes as the researcher works from the particular to the
general. Findings inductively derived from the data came from the KMO themes and theoretical
framework of Clark and Estes (2008).
49
Documents
I used a password-protected word processing program and collected data in an inductive
and comparative manner to discover common themes or patterns connected to the conceptual
framework. Documents included faculty agendas, certifications of cultural or diversity training,
and other training materials related to the study (Merriam & Tisdell, 2016). Other documents
were transcripts and notes taken during interviews and observations to assess the experiences of
teachers who taught African American students. This information was notated to re-read the
responses and for data analysis coding. Particular attention was paid to these teachers’
impressions of cultural competence and the role that it played in their classrooms with respect to
their capacity to facilitate the success of African American students.
Data Analysis
Coding was used to organize and sort the data and materials into chunk or segment of text
and assigning a word or phrase to the segment to develop a general sense of it (Creswell, 2014).
Coding allowed the researcher to summarize and synthesize the data. In linking data collection
and interpreting the data, coding was used as the basis for developing the analysis. Coding
helped develop a storyline about the problem of practice.
Credibility and Trustworthiness
All research is concerned with producing valid and reliable knowledge in an ethical
manner (Merriam & Tisdell, 2016). To increase/maintain the credibility and trustworthiness of
the study, I employed member checking by which any interview results which were incomplete
or poorly-understood by this researcher be assessed by follow-up lines of inquiry until no
ambiguity remained regarding interview responses. Such checking helped ensure the data are
50
valid and represent what was observed and heard from participants. Through robust analysis of
findings, the study was produced to answer the research questions.
Validity and Reliability
The researcher worked to increase/maintain validity and reliability of this study’s
quantitative components. One way that the researcher ensured validity and reliability of survey
items was to measure knowledge, motivation, and organizational elements using construct
validity. For this to occur the researcher needed to use adequate definitions and measures of
variables. The researcher established the validity of the scores in a survey which helped to
identify whether an instrument might be a good one to use in survey research (Creswell &
Creswell 2018).
The strategies that the researcher used was reliability to ensure confidence in the sample
while administering the survey and providing a sufficient response rate to have confidence in the
results. The researcher determined scores to items on an instrument are internally consistent
across constructs and whether there was consistency in test administration and scoring. The
procedures used to check for bias were to determine if the average responses changed and check
for non-responsiveness. Also, potential threats to external validity must be identified and
designed created to minimize these threats.
Ethics
As a qualitative and quantitative researcher, I explored a phenomenon and collected
information about a social problem to understand whether educators embody qualities of CP.
Approval from the school district and the university were obtained before the research begun.
My responsibilities with respect to involving human subjects extended to my establishment of
informed consent by initially fully disclosing all aspects of the study. All participants understood
51
that participation was voluntary, and that all data collected would remain confidential, including
that obtained by audio recording if the subject consents. I sought permission to record, store and
secure collected data. Through informed consent, participants were made aware that they could
voluntarily withdraw from the study at any time (Glesne, 2011).
While I have no relationship or affiliation with the organization under consideration, the
school is in a district where I work, so my interest is tangential in nature. My interest for the
project is to understand and make meaning about current practices to determine if they are
working. As researcher, I minimized the potential for participants to feel coerced or pressured to
participate through focused disclosure before data collection began. For example, subjects may
perceive that a decision to not participate may affect their job performance evaluation or job
advancement. Because I represent an outside party, I made sure to stress that their performance
evaluations and job advancement would not be affected.
Assumptions and biases that I needed to account for as I went into the field and as I
engaged in data collection, analysis, and reporting activities were my race, culture, and prior
teaching experiences. Moreover, I brought a belief that cultural competence is an important
vector for traditionally underserved students’ classroom success, but I approached this study with
an open mind, especially with respect to specific means through which this can be achieved.

52
CHAPTER FOUR: FINDINGS AND RESULTS
The purpose of this study was to evaluate the extent to which first and second grade
teachers at AES integrate CP, using tools of CRP, into their instruction to best support African
American students. The findings in this section will answer research questions one and two. The
third research question is answered in the recommendations, solutions, and evaluations section of
Chapter Five. As such, the questions that guided this study are as follows:
1. What is the stakeholders’ knowledge and motivation related to implementing culturally
relevant pedagogy to best support African American students?
2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation that, by 2020, 100% of first and second grade teachers will
implement culturally relevant pedagogy to best support African American students?
3. What is the recommended knowledge and skills, motivation, and organizational solutions
that, by 2020, 100% of first and second grade teachers will implement culturally relevant
pedagogy to best support African American students?
Participating Stakeholders
The stakeholders were first and second grade elementary teachers who teach African
American students at AES. This study focused on eight teachers out of a total population of eight
While the population consisted of eight females, no male teachers participated in the study. All
eight respondents participated in the survey, a follow-on interview, and observation.
Table 6 represents descriptive information about the teachers who were surveyed,
interviewed, and observed. Eight teachers were trained on the school site by the SEL data
coordinator during professional development sessions on CP and CRP. School-site professional
development aligns with the district’s annual instructional outcomes and priorities.
53
Table 6
Survey, Interview and Observation Participants
Participants Number of Years
Teaching
(Interview Item)
Number of Years
Teaching at AES
(Survey Item)
Trained in CP and CLRP
(Survey Item)
Teacher 1 25 3 Yes
Teacher 2 20 20 Yes
Teacher 3 23 1 Yes
Teacher 4 20 20 Yes
Teacher 5 15 1 Yes
Teacher 6 28 3 Yes
Teacher 7 19 3 Yes
Teacher 8 15 1 Yes

Figure 2 presents responses regarding their race. Survey results indicate 62% of the
teachers are African American, 13% are Hispanic or Latino, and 24% declined to state.
Figure 2
Teacher Race

54
Determination of Assets and Needs
The threshold for identifying a knowledge or motivation influence as an asset was
established at 75% of the participants’ demonstrating capacity in that influence. The threshold to
determine whether an organizational influence was an asset was also set at 75% of the
participants identifying its presence at AES. Surveys, interviews, observations, and document
analysis were used because a single source would not provide enough data to triangulate and
validate the participants’ experience. However, not all four methods were used to inform each
influence.
There were 10 items on the survey. These items consisted of varied response forms, such
as Likert scale questions, fill in the blanks, and short answer. All items were written in English.
The survey questions were categorized into eight themes related to CP and CRP in support of the
research questions. Quantitative surveys provide numerical data about trends on knowledge and
motivation of the population being surveyed (Creswell, 2014). There were two scales of
measurement: ordinal and interval (Stafford, 2011).
There were 14 items on the interview protocol. These items consisted of a mixture of
semi-structured and open-ended prompts. Eight themes emerged as essential to addressing the
research questions and understanding barriers to provide equity to African American students.
Observations were conducted during class time so the researcher could observe how
participants interacted with African American students. Observations captured the use of CP and
CRP practices while evaluating the physical environment of the classroom to determine if it was
culturally responsive based on items displayed. In every classroom, the researcher noted that
there was a MELD objective written on the board. Documents were also reviewed to determine
whether cultural proficient practices and culturally relevant pedagogy were present at AES.
55
The format of the presentation of the results and findings below centers on the individual
KMO influences from the conceptual framework identified in Chapter Two. The format follows
the KMO order provided in Chapter Two with the surveys, interviews, observations, and
document analysis discussed for each influence addressing the research questions.
Results and Findings for Knowledge Causes
Four influencers emerged from the literature review and the conceptual framework
outlined in Chapter Two. The focus of the quantitative and qualitative research centered on
understanding teacher knowledge and skills to implement CRP to best support African American
students. The study extends beyond teacher’s basic declarative (conceptual) knowledge of data
and organization goals concerning African American students, procedural knowledge of CP
practices, and how teachers can support African American students.
Lack of Knowledge of African American Student Data/Teacher Experience (Declarative)
Results and findings indicated there is a gap in teachers’ knowledge of African American
student data as related to the organizational goals. The SPSA is written annually to determine if
the school met measurable objectives from the prior year. New goals are written for the
upcoming year and become teacher performance goals. Specific, measurable, achievable,
realistic, and timely goals are displayed on classrooms’ data walls to indicate the teacher is aware
of the organization’s goals for student achievement in ELA and math. While teachers were
experienced, interviews and observations reflected a lack of knowledge of organizational data
related to African American student performance.

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Survey Results
This influence was not measured via survey. Information related to years of experience
teaching is captured in Table 6.
Interview Findings
All eight participants expressed that they felt their teaching experience helped them work
with African American students. All eight also expressed the need for additional training to
better understand these students’ needs due to differences in socioeconomic status, race, religion,
language, or culture. Teacher 3 shared, “It was a good challenge for me to take a summer
training class in preparation for working with African American students and other students of
color. It has been great. It has taken me out of my comfort zone.”
All eight teachers had minimal knowledge of the CAASPP. The survey was made
available prior to the COVID-19 pandemic. The CAASPP is administered annually in grades 3rd
through

11th, though it is currently suspended due to the COVID-19 pandemic. Since the
participants were first and second grade teachers, they did not offer information about this item
except to inform the researcher that they had no experience with CAASPP but had heard about
the assessment. Two teachers stated they use a shared reading skills assessments for their
students called the Dynamic Indicators of Early Literacy Skills (DIBELS) but did not elaborate
further.
All eight teachers shared that they understood getting to know their students is important
when building relationships. Per Teacher 6, “children love music and are quick to respond to any
musical instruction.” She connected with her students’ culture through music or speaking words
in their language to let them know she appreciates their culture. Several teachers shared that they
have worked with Latino students before and used to bring in Latino literature. They would talk
57
about culture in their classrooms and make sure everyone was aware of other people’s cultures.
Now, they bring in literature on African American students and do the same thing. Teacher 5
stated that she brings in literature that offers all students a respect for diversity and models
proper ways to interact with each other.
Observations
In the majority of classrooms, data walls were not on display and visible. A data
wall uses simple and inexpensive materials like sticky notes and masking tape to visualize
individual students’ achievement over time. A data wall focuses teachers’ work on students’
growth and achievement (Bishop & Bishop, 2017).
Summary
Findings show a gap in teacher knowledge of African American student data concerning
the organizational goals. Teachers should have knowledge that assessment is an integral part of
the instructional process. Further, these practices also incorporate student self-assessment,
reflection, and teacher analysis to advance learning and inform instruction during lessons.
Teachers Demonstrate Cultural Proficiency Practices (Procedural)
Findings on teachers’ procedural knowledge of CP practices was noticeable; this
influence is an asset. The first step towards the attainment of CP is to teach African American
students (Arriaga, 2016; Lindsey et al., 2009; Ladson-Billings, 2009). With this essential
characteristic, teachers can provide their full attention to the learners and help them with their
needs.
Survey Results
Figure 3 presents the responses regarding teachers’ perceptions of the experience of
working with African American students on a five-point Likert scale with response options
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ranging from “very pleasant” to “very unpleasant.” This item measured the respondents.
experience with African American students in the classroom.
Figure 3
Experience with African American Students

Among survey respondents, 37.5% stated their experience was pleasant and 62.5% said it
was very pleasant. In addition to enjoying working with African American students, teachers
must know their students’ strengths and weaknesses, their interests, their readiness levels and
skill sets, their language proficiencies, and the outside influences that affect their learning:
family dynamics, cultural customs, and socio-emotional status (Lindsey et al., 2009).
Interview Findings
All eight interviewees wanted to understand their students’ culture better, found ways to
learn more about them, and shared information with the class to better understand working with
individuals of different cultural backgrounds. Getting to know and understand the students
appeared to be important to each one. Interviewees expressed that they encouraged discussions
about culture in the classroom so everyone was aware of other cultures. Teacher 1 shared, “I
allowed students to bring in artifacts and share them with the class.” Teacher 7 celebrated
2
6
Very unpleasant
Unpleasant
Neither pleasant or unpleasant
Pleasant
Very pleasant
Which of the following categories
describes your experience with African
American students in your classroom?
59
cultural heritage in her classroom using curriculum. Teacher 8 stated, “I represented all cultures
in my classroom, so students readily recognize that I respect them and what they bring.”
Observations
Teacher experience was noted from the layout of the classroom to increase both student
engagement and checking for understanding. For example, four teachers walked around the room
making sure the students were engaged and on task with the learning objectives that were visible
in the room. Six teachers demonstrated prompts for students that were efficient and required
minimal direction. For example, Teacher 1 stated, “I want my ‘A’ for awesome students to go
first. ‘A’ people will be speaking first. Go ahead and talk with your partner.” After about two
minutes, Teacher 1 said, “Stop. ‘B’ for brilliant. All my brilliant students raise your hands. You
are going to continue to converse about why you did not like the book. Go talk to your partners.”
Teacher 2’s routines were observed when she stated, “Ears on.” The student repeated, “Ears on.”
Teacher 2 then said, “Voices quiet.” The students repeated, “Voices quiet.” None of the students
talked while the teacher continued with instructions.
Class observations also showed that six teachers exhibited knowledge of their students;
their classrooms were colorful, culturally inviting, and had meeting areas with rugs for whole
group learning. For example, classrooms were print-rich. On display were multicultural artifacts
representing many cultures with an emphasis on posters of African American and Latino
historical icons throughout the room. Various bulletin board displays consisted of written
assignments about famous African American and Latino inventors as well as student assignments
reflecting on culturally relevant literature. MELD bulletin boards were also visible. Some
bulletin boards had matching African pattern borders and butcher paper in vibrant colors backing
the boards. Personalized student assignments with photos were posted around the room with
60
information about the students. College bulletin boards displayed college flags and student
pictures with information about why they wanted to attend college.
Teacher 1 does well in engaging all students in different learning activities. Teacher 1
provides all students with equal learning opportunities and engages them in multiple discussions
about learning activities. For instance, Teacher 1 invited students’ opinions about a book. Also,
Teacher 1 has a unique way of motivating the students and making them comfortable
participating in class activities. In responding to a good answer from a student, Teacher 1 said,
“Okay good. Excellent, hands down.” To ensure all students were on the same page, Teacher 1
engaged them in reading charts and stories together sentence by sentence. In addition, Teacher 1
seemed to understand all the students well and called them by their names. This is especially
useful in understanding more about their strengths and weaknesses as well as the best way to
make sure they are completely engaged in all learning activities. Teacher 1’s teacher-student
interactions were friendly and demonstrated caring and respect for the class as a whole. Such
interactions are appropriate to the age and cultures of the students. Students exhibit respect for
the teacher.
Summary
In summary, teachers’ procedural knowledge of CP practices is an asset at AES. Overall,
the majority of the teachers demonstrated, particularly through interviews and observations,
procedural knowledge of CP practices.
Cultural Proficiency Framework Needs Further Development Among Teachers
(Metacognitive)
Findings for teachers’ metacognitive knowledge of the CP framework indicate this
competency is in the implementation process at AES and a gap exists. There is a need for
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teachers to develop a deeper understand of the CP continuum. Teachers are operating at the level
of cultural competence on the CP continuum when they accept and respect differences,
continually assess their own cultural knowledge and beliefs, and adapt their own belief systems,
policies, and practices (Gambrell, 2017; Lindsey et al., 2009). Two classrooms (25%) were not
culturally inviting and appeared as normal classrooms. Half of the teachers were aware of CP
practices but needed clarification on the CP framework. A framework is a particular set of rules,
ideas, or beliefs that you use to deal with problems or use to decide what to do. The CP
framework addresses relative introspection about teachers’ personal biases and how biases affect
instruction and engagement of students in the learning process.
Survey Results
There were no survey questions related to this influence.
Interview Findings
Four teachers requested clarification of CP when asked, “What cultural diversity or
cultural proficiency trainings have you taken?” Those teachers shared the cultural diversity
training they remembered taking. Two teachers did not understand what the word “equity”
meant, and they talked about providing equality for all of their students, rather than equity. A
third teacher also talked about equality primarily, but, at the end of her statements,
acknowledged that students should also get equity. She did not elaborate on what equity meant.
All teachers interviewed responded that they desired to meet their students’ needs and do
the best they can. They wanted to make sure their students were comfortable and safe learning in
the classroom. Teacher 3 stated she would work with students who needed her support, not lower
the expectations, and scaffold in a way that would be different from how she would support
others. Teacher 1 said that they use Second Step to build awareness of how to treat others and
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not bully and understand how others are feeling and how to help that person. Teacher 1 also
mentioned talking about cultures and making sure that everyone is aware of other cultures.
Similarly, Teacher 7 shared,
I bring their affective filter down by making them feel included in the class. I want them
to know that this is a safe place. They can participate and they can decide it they want to
sit back, and that’s okay. Maybe they’re are not feeling well. I give them think time and,
when I pull a stick with their name, and say, “Do you need time to think?” They can talk
or not talk. It’s their choice, and I don’t punish them for that.
These teachers can create culturally responsive classroom environments in which inclusivity is
highly valued. The same applies to their interactions with families and the community. Thus,
CRP helped them enhance their competencies in including other cultures in their teachings,
adapting their teaching strategies, making their classrooms free from judgment, and better
understanding their students.
Observations
Six of the eight participants (75%) created a culturally inviting classroom. Teacher 2
seemed to exhibit CP as well. At the beginning of the class, the teacher challenged the students
by asking them, “Who is my friend today?” The teacher asked the student who raised his hand to
put a block on the door because there was a loud noise coming from outside. It appeared from
observations that Teacher 2 understood how to engage the students and encourage them to
remain attentive. Advising students on how to choose between home language and academic
language, Teacher 2 stated, “Academic language or home language. If it’s academic, you are
going to go on this side, and, if it’s home language, you are going to go on this side.” That shows
63
that the teacher is aware of students’ cultural differences and developed a unique strategy of
nurturing the students to make the right language choices.
Summary
There is a need to further develop teacher metacognition in regard to engaging in the CP
framework. During the interviews, four teachers needed clarification on what CP was. Reaching
the highest of the six levels of the CP continuum (Appendix B) is expected of teachers to best
support African American students’ academic achievement. Although there is an overall
awareness of CP, considering both interviews and observations, this influence did not meet the
threshold of 75% of the teachers demonstrating this competency; this influence has a gap.
Teachers Possess Knowledge to Assess Teaching Strategies and Evolve Culturally Relevant
Pedagogy (Metacognitive)
Findings for teacher metacognitive knowledge related to CRP and evolving their own
pedagogy indicate that this influence is an asset among teachers at AES.
Survey Results
Figure 4 represents information related to a specific cultural training class the teachers
took.

64
Figure 4
Experience with CLRP

Figure 4 illustrates that 50% of teachers agreed and 50% strongly agreed that they had
been trained in CLRP. Survey results indicate that all respondents were knowledgeable about this
training topic. All eight interviewees stated that AES teachers were trained in Academic English
Mastery Program (AEMP) methodology for the past 4 years and that they have had professional
development on AEMP that encompasses CRP. They receive culturally relevant instructional
pacing plans and instructional resources to use as a guideline for teaching African American
students.
Interview Findings
Six teachers (75%) interviewed concurred that equity meant that their students required
access to an equal education, awareness of embracing everyone, equal access to opportunities for
higher education, and the same equality of instruction offered across the district. Teachers 4 and
8 suggested that equity meant making sure everyone has their needs met and providing each
child what they need to meet academic expectations and excel. With respect to the training
received, Teacher 6 stated,
4
4
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
Strongly disagree
Disagree
Neither agree or disagree
Agree
Strongly agree
I have been trained in culturally and
lingistically responsive pedagogy?
65
Most of the diversity trainings are trying to instill cultural pride in the students. The
district, as a whole, is the opposite. In addition, AEMP is trying to instill language in
standard English so that students know to code switch and speak and write in standard
English.
Teacher 7 reflected on the training and reflective strategies learned:
We are an AEMP school. AEMP comes here, and, sometimes, we go to other locations.
The AEMP coordinator provides us with professional development, and we also have
other people provide these trainings as well. I have gone to many AEMP trainings over
the years. I used to be at another AEMP school. I did not get any training at the beginning
of my teaching career about pedagogy for African Americans, but, eventually, later after I
had been teaching. At AES ,we teach Mainstream English Language Development
[MELD] for 45 minutes to one hour daily. That is when I bring in, for example, some of
the MELD strategies of constructive analysis lessons for engagement and participation
opportunities:
• Call and response
• Put your two cents in
• Four corners
• Raise your righteous hands (this one means you are giving everyone a chance and
keeps the students from shouting out)
• Shout out (if I ask for that then they know that they are going to shout the answer out
and they should be saying the same thing) Raise your righteous hand
• Pair share (where students talk to a partner and get to share out)
• Pick a stick (helps with everybody getting a turn to participate)
66
• Calling them by table groups (to connect with small groups)
• Roll ’em (I start singing and everything is a song. The students’ say roll ’em roll
’em. They want to get the dice and want to roll ’em. It tells you who is going to get
the dice and roll ’em and get a turn to share out. Then, that student goes up to go to
the board). The students love this strategy.”
All eight teachers interviewed stated that they have small group instruction daily. Teacher 1
stated,
We have Early Language and Literacy Plan, and the students are in small groups
according to needs. They rotate centers and get support in the areas they need. We have a
reading intervention specialist who also works with students. For instance, CVC words,
blends, long vowels, etc.
Teachers 2, 3, 5, and 7 stated they differentiate instruction throughout the day. Some
students need to be challenged, and some need support. They work with them. They identified
that they will not lower the expectation, but scaffold based on the student’s needs. Teacher 7
stated,
I would modify and differentiate my homework for students. I would have frequent
conversations with the parents and families. I reach out to support the parents and
develop a level of trust. I have had homeless students who do not have a place to do their
homework, and there are too many distractions. I feel communication with the parents is
key.
Observations
Classroom observations confirmed that seven teachers at AES demonstrate differentiated
instruction opportunities for all students. Observation results show that Teacher 3 used
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differentiated instruction to enhance students’ eagerness to learn. At the start of the lesson, music
was playing in the background as students were working. Also, the teacher called for students to
rotate to the next activity. This shows that Teacher 3 is well organized in keeping track of each
student’s progress. In addition, Teacher 3 provided the students with a hint of what they were
going to study in each activity and linked it to previous topics. For instance, Teacher 3 started a
lesson:
So, today for your AEMP lesson, we are going to be practicing writing facts by giving
information about a topic. You will visit three stations and do the work assigned to your
color. You have already completed your unit about writing opinions. Remind me. What
do we know about opinions?
It also appeared that Teacher 3 had been giving exercises to test the extent to which students
mastered specific learning content. From the class observation, it was also evident that Teacher 3
used differentiation to engage students about important concepts.
Teacher 4 was observed doing a lesson using differentiated instruction. The math
objective written on the board indicated that students would learn how to take a survey and graph
the data. Teacher 4 stated,
We are going to be doing survey check sheets, and you can collect information by asking
people the same question. Your group is going to rotate to each center and complete the
survey activity and make a pie graph, a bar graph, or a tally table.
It was evident that both Teachers 5 and 7 used differentiated instruction strategies while
teaching the English Language Literacy Program (ELLP). The ELA activities were written on
the board, and students worked in small groups to complete reading, writing, and spelling
assignments while the teacher worked on a mini-lesson with a group of students. The students’
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names were written on the board to let them know who would meet with the teacher to work on
the lesson.
Generally speaking, Teachers 3, 4, 5, and 7 are effective at creating an interactive
learning environment where all students are engaged in different learning activities, which
promotes equity.
Summary
In summary, findings for teacher metacognitive knowledge of CRP, including developing
strategies and evolving their pedagogy, indicate this competency is in the implementation
process at AES but is an asset. CRP requires an asset-based and student-centered approach,
meaning it values students’ language, cultures, and backgrounds while simultaneously
challenging and supporting them (Gambrell, 2017). Awareness of the fact that CRP embodies
constructivist principles committed to both individual and collective empowerment by teachers
focused on varied learning strategies and capacities for students.
Results and Findings for Motivation Causes
Two influencers emerged from the literature review and established construct of the
conceptual framework outlined in Chapter Two. The focus of the quantitative and qualitative
research was on understanding teachers’ motivation involving self-efficacy in terms of believing
they can transfer CRP into the classroom and the utility value in terms of seeing the usefulness of
incorporating strategies into their instructional practices.
Teachers Have Self-Efficacy With CRP
Findings for teacher self-efficacy demonstrated that the participants possess self-efficacy
in their ability to transfer CRP into the classroom; and this influence was an asset. It is important
69
to note that a teachers’ self-reported confidence does not necessarily translate to competency
from a knowledge domain perspective in discussing the results and findings below.
Survey Results
Figure 5 indicates participants believed in their ability to teach students from diverse
populations, as 25% and 75% of those interviewed agreed and strongly agreed, respectively, with
that sentiment. Of note is that the majority of the respondents indicated that they had self-
efficacy and could teach all students regardless of culture. That means that six of them are not
concerned about students’ individual differences as they teach them. These teachers feel able to
interact with students from diverse backgrounds. This aspect can provide the school a unique
developmental approach for managing issues likely to arise because of learners’ individual
differences. In addition, these teachers believe they have the confidence to engage students from
diverse learning environments and, more importantly, help their students with their individual
academic needs to increase academic achievement.

70
Figure 5
Teacher Self-Efficacy

Figure 6 provides a graphical representation of the number of teachers who reported
establishing supportive relationships with African American students. Twenty-five percent of
teachers agreed and 75% strongly agreed they have the skills to establish supportive relationships
with African American students for them to feel connected in the classroom. A capability
expected of teachers is creating relationships with students (Klump, 2006). In this case, survey
results showed that all eight of the teachers believe in their ability to establish these relationships,
and all eight interviewees agreed with that sentiment.

2
6
0 2 4 6 8
Self-Efficacy
Teachers
I believe in myself to teach diverse student
populations of students?
Strongly agree
Agree
Neither agree or disagree
Disagree
Strongly disagree
71
Figure 6
Supportive Relationship with Teacher-Student

Interview Findings
During interviews, several teachers shared their confidence in implementing CRP
strategies and in embracing culturally competent practices Four teachers also shared that
reaching out to the students and parents to form connections was significant. Moreover, they
discussed supporting their students by talking to with them when they were having a bad day or
by allowing them to put their heads down if they were not feeling well as signaling to their
students that they cared about them. The majority of the teachers also stated they believed they
could engage their students using CRP and connect curriculum to their students’ culture to make
the learning more relevant for them. Teacher 1 shared,
I feel, to be a good person or to be a good teacher, you have to be at their level. I am not
talking at them. I am talking with them. I’m not telling them what to do. We are deciding
together. You have to speak to them just as a normal human being, not a person of color.
I know they walk into my classroom with a lot of baggage, and I have to take that into
consideration. It they are not having a good day, it’s like, go and lay your head down. I
0 1 2 3 4 5 6 7
Strongly disagree
Disagree
Neither agree or disagree
Agree
Strongly agree
I believe in my skills to establish
supportive relationships with
African American students so …
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understand that students don’t walk into class every day having a great day every day. I
can’t expect everyone to perform at 100%. I think you just have to be flexible.
Teacher 1 also stated,
I am not a huge proponent of exams. Some kids are not good test-takers and there are
other ways of doing a test. One student cannot sit down. We do it separately when no one
else is in the classroom. There is one little boy who can’t sit down. Another little boy has
a speech issue and he orally can’t do it but he can write a response.
Teacher 3 indicated,
I come from a totally different culture. The classroom environment has to be inviting. I
try to build a relationship with the students and support them. The assessment for me is
just a way for me to know who they are and it tells me where they are and that is how I
target areas of need and build those areas
Observations
Classroom observations also showed that a majority of participants exhibit self-efficacy
to work with diverse populations and provide opportunities for all students. Observation results
show that Teacher 3 used a different teaching strategy to enhance students’ eagerness to learn. At
the start of the lesson, music was playing in the background as students were working. Also, the
teacher called for collection of all completed assignments to assess each student’s work. Teacher
3 also provided hints regarding what students were going to study and linked them to previous
topics. For instance, “So, today for your AEMP lesson, we are going to be practicing writing
facts by giving information about a topic. You have already completed your unit about writing
opinions. Remind me. What do we know about opinions?” It also appeared that Teacher 3 had
been giving exercises to test the extent to which students mastered specific learning content.
73
From the class observation, it was also evident that Teacher 3 used repetition to remind students
about particular important concepts. Generally speaking, Teacher 3 is good at creating an
interactive learning environment where all students are engaged in different learning activities, to
meet their individual needs, which promotes equity.
Teacher 1 used several teaching strategies throughout her lesson. She partnered the
students in pairs. Routines were clearly stated and evident. The teacher used much repetition
when giving students directions about next steps. Students chorally read text aloud for high
engagement and staying on task. The teacher acknowledged students and offered praise and
validation for sharing their opinions. The classroom environment was communal, and the teacher
also demonstrated class and response strategies.
Class observations showed that many of the participants exhibit supportive relationships
with students using CRP in the classroom. Teacher 6 was observed using exercises to assess
students’ understanding. Also, Teacher 6 chose specific rows to join the reading area, thus
making the class livelier. When introducing new learning concepts to the rest of the class,
Teacher 6 said, “Adverbs work terrifically about answering specifically how often when and
where. Penguins all dress decently.” Besides that, students were also engaged fully and even
allowed to share some concepts with each other to enhance their understanding. The way
Teacher 6 organized the class and diminished racial barriers shows CP.
Teacher 7 has a unique way of engaging students. This teacher was heard saying, “If I say
holler, you say back. Holler.” The technique gets students’ attention. Moreover, Teacher 7
seemed to acknowledge students’ different capabilities and stated that some students are slow
and others fast and that it does not matter if they remain honest. Even though the class was
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comprised of students from different racial backgrounds, Teacher 7 seemed organized in keeping
the class unified and enhancing equity during learning.
Teacher 5 was observed starting the lesson with the MELD objective of identifying facts
and opinion using clue words. The teacher announced that the day was Monday, April 8th, and
that Miles was the student of the day. Teacher 5 was also observed using sentence strips for a
facts and opinion lesson. On one of the sentence strips, she had written, “Michael Jordan plays
for the Chicago Bulls.” She called on a student to read the sentence strip and talk with his partner
to decide if the sentence was a fact or an opinion.
Summary
The findings for teachers’ self-efficacy revealed this as an asset. The majority of the
participants exhibited the mindset that they have confidence in their ability to use teaching
strategies, cultural knowledge, and affirming information to make learning relevant and
effective.
Teachers Lack Utility Value for Incorporating Cultural Proficiency Strategies
The findings revealed a need in terms of teacher utility value regarding seeing the
usefulness of incorporating CP strategies into instructional practices; therefore, a gap exists. The
CP lesson planning done by individual teachers is a start in the right direction. However, lesson
planning is time consuming, and, when not done, CP curriculum looks like every day instruction
that does not serve African American students well.
Survey Results
Based on survey responses regarding the amount of time invested in lesson planning, it
appears teachers value incorporating CP strategies into their teaching. The visual representation
below depicts the number of hours teachers spent incorporating CRP into their lesson plans to
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increase the engagement of African American students and other students of color. The results,
as depicted in Figure 7, indicate the majority of teachers spent three to four hours planning CRP
lessons. Of all respondents, 10% of teachers spent five to six hours of their time incorporating
CRP into their lesson plans, 40% spent three to four hours, and 30% spent one to two hours.
None of the respondents indicated they spent seven hours or more.
Figure 7
Lesson Planning for CRP and Student Engagement

Even though 30% of the teachers could only spend between one and two hours per week
incorporating CRP into their lesson plans, it is encouraging that a majority of them would spend
between three and four hours to make the instruction more culturally inviting. It can be argued
that all teachers interviewed valued CP because they were aware of their students’ cultural
diversity. Each incorporated important culturally relevant information in their lesson plans to
30%
60%
10%
How many hours do you spend per week
incorporating relevent culturally diverse information
into your lesson plans to increase engagement with
your African American students during your
instruction?
1 to 2 hours 3 to 4 hours 5 to 6 hours 7 to 8 hours 9 to 10 hours
76
ensure that African American students and other students of color were fully engaged in learning
activities. Even more, 10% of teachers stated that they will spend five to six hours per week
ensure they equip their students with relevant information about cultural diversity that can help
them with their studies and general engagement. The 10% of teachers who exhibited CP and can
serve as references for other teachers to learn what is expected of them when teaching diverse
students.
Interview Findings
Several of the interviewees shared that they received pacing plans and instructional
resources for CRP. They had training about CP and knew to use the tools of CRP by
incorporating culturally relevant information. Two of the teachers stated they felt the pacing
plans and instructional resources were valuable. They did not see the value of spending more
than one to two hours planning lessons that incorporate CRP. Teacher 7 shared, “Planning time
is lacking. I would like opportunities to collaborate and create lessons on a more regular basis
but this does not happen very often.”
Teachers 3 and 5 identified that they wanted more time to plan the CRP lessons
themselves and to work together in the process. They also wanted time to review student data so
they could plan instruction around their students’ needs. Most of the time they planned
individually for their own students. Additionally, Teacher 8 explained,
There is not a lot of extra planning time to coach the teachers on how to create CRP
lessons. If I have more time, I could show them the value of why this is important. When
I demo for the teachers CRP lessons, I have spent 5 to 6 hours on lesson plans to make
the instruction engaging and relevant for the students. Some teachers see the value and
importance of this aspect, and others are okay with only the instructional resources at a
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minimum. The mentorship that I provide over time helps them to understand the value of
CP practices and CRP as a tool in lesson planning.
Observations
Teacher 8 was observed working with a small group of students for intervention as well
as working with one student at a time while the other students worked independently for 5
minutes each. Teacher 8 had two students using iPads with headphones who were working on a
reading program called Benchmark. Two other students were working on writing assignments.
Students were waiting their turn to have one-on-one time with the teacher who was assisting
students with writing techniques.
Teacher 5 was observed teaching a magnet class in which the students were engaged in
different learning activities quite well. In multiple instances, Teacher 5 was observed asking
students specific questions related to areas already covered. The strategy seemed to work well
with the students. Trying to get the attention of the entire class, Teacher 5 was heard saying, “We
will be testing all day because we are going to get you ready. Now, turn to your partner and tell
them what boot camp is.” Other than ensuring that students were introduced to the learning
content of the day, Teacher 5 also used music while teaching to provide students a different
experience and ensured they remained attentive, and the students loved that. Moreover, students
were encouraged to work in pairs and help each other on different areas. Nothing negative about
students’ racial differences was observed during the lesson, implying that Teacher 5 has an
awareness of the importance of CP instructional practices.
Summary
The findings for utility value show an area of need and there is a gap. Lesson planning
and adding CRP are time consuming and directly affect participants’ motivation unless they see
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the usefulness of doing this extra work. It was much easier for the teachers to use the lesson
plans and pacing plans already prepared and provided to them. However, it is more useful for the
teachers to plan the lessons specific to their students likes because the students are more likely to
be engaged in the learning. Only half of the teachers exhibited value for the absolute necessity
of CRP lesson planning and CP strategies to address the African American student group in
regard to academic student achievement.
Results and Findings for Organizational Causes
Two assumed organizational influences emerged from the literature review. The focus of
the quantitative and qualitative research centered on understanding the organization’s culture
through the lens of cultural settings and cultural models. Concerning the cultural setting of the
organization, the principal needs to communicate the value of equity and CRP to address African
American students’ achievement. Concerning the cultural model, the organization needs to value
CP practices and address the achievement gap affecting African American students. The results
and findings are presented in the following two sub-sections.
Cultural Setting: AES Communicates the Value of Equity and CRP
Findings indicate that cultural settings that communicate the value of equity and CRP in
organizational practices are present at AES through investment in training and other resources
provided to teachers. This influence is an asset.
Survey Results
Figure 8 below indicates that 75% of participants stated they are prepared or formally
trained to create lessons that incorporate CRP, and the other 25% were confident that they were
very prepared for the same by administration.

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Figure 8
CRP Teacher Trainings

The researcher sought to understand the culture of learning CP at AES. The data show
that 62.5% of the participants were involved and 37.5% were very involved in the school’s
culture where they might have embraced diversity. Cultural involvement reveals much about the
school’s willingness to support students from diverse backgrounds (Figure 8).
Interview Findings
According to participant interviews, training in addition to CP and CRP is offered at
AES. Teacher 1 had also been attending AEMP training once per year. Teacher 6 had frequent
AEMP training. Teacher 7 applauded AES’s offering of AEMP training throughout the year,
which is not available at all schools, and has attended different AEMP training over the years.
On teaching MELD, Teacher 7 stated, “We teach mainstream English language development for
45 minutes to one hour.” Teacher 8 also seemed to have vast experience working with the AEMP
and has become a facilitator. That shows the level of opportunities that both teachers and
students have when it comes to enhancing their mastery of English.
6
2
Very unprepared
Unprepared
Neither prepared or unprepared
Prepared
Very prepared
Have you been formally trained to create
lessons that incorporate culturally
relevant pedagogy to teach African
American students?
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Teacher 4 applauded the overall organization of the school in its readiness to support
learning courses of African American students and other students of color. For instance,
according to Teacher 4, the school principal coordinates efforts to add culturally diverse
literature to the library. In addition, teachers practice different teaching strategies, including the
use of stories to enhance students’ mastery and understanding of specific learning concepts.
Teacher 4 was very willing to support all students’ success by making sure they are confident
about themselves and their skin color. About promoting equity during learning, Teacher 4 stated,
“Some students who are gifted may need a little bit more enrichment as well as some students
who are not performing as well that need more review.” Hence, she used that understanding to
capitalize on small groups and even spend more hours with weaker students.
Teacher 5 has taught at AES for a year and has teaching experience of 15 years. Despite
the prior teaching experience of Teacher 5, the school’s student body is more diversified with
learners from different social and cultural backgrounds. For that reason, Teacher 5 noted that the
institution has grade-level team meetings focused on promoting staff development. The meetings
create room for discussing and sharing a wide range of activities aimed at assisting students with
their diverse learning needs. According to Teacher 5, interaction and sharing information about
students’ cultural backgrounds are critical in promoting equal access to education for all
students. Furthermore, Teacher 5 mentioned being careful to integrate content that teaches
students about different cultures. In some instances, Teacher 5 modified students’ homework
based on their preferences. Teacher 5 used the Barnell reading series every morning and was
successful at making students feel confident and free to participate in learning activities. The
way Teacher 5 modified teaching materials besides going back to teach content that was not well
understood by the students shows the extent to which teachers demonstrate CP at the institution.
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Although teachers’ training includes teaching strategies that encourage inclusivity, the
study found AES also reinforces to teachers the significance of creating lesson plans based on
learners’ individual needs. With the majority of the teachers being formally prepared to make
special considerations and incorporations that can benefit African American students and other
students of color, AES creates opportunities for success for all students regardless of their
differences. Teachers can capitalize on their knowledge about African American students and
build instruction around that knowledge (Karns et al., 2011). Teachers can construct meaning
and relevant connection between the student and the concept being taught (Lindsey et al., 2009).
The school makes strong efforts to serve students from different racial and social backgrounds.
Interview findings showed that Teacher 6 exhibits CP strategies, as she prefers
maintaining equity in delivering instruction at all levels, which the teacher learned from annual
district AEMP training. One of the teaching strategies Teacher 6 uses is meeting with students to
discuss their academic progress. Small groups are formed to create a sense of balance and, more
importantly, to provide weaker students with opportunities to catch up with other students.
Teacher 6 has also been trying to integrate arts while teaching to enhance cultural awareness.
Students are taught with mindfulness regardless of their cultural and social backgrounds.
Language tests are also provided to understand the extent to which students have benefited from
vocabulary and other lessons.
Teacher 7 clarified that AES has made progress in providing equitable learning
opportunities to all students. The school aligns its undertakings to help Latino and African
American students. It seeks to establish a culture where all students have equal learning
opportunities. Teacher 7 admitted to having different levels in her class and capitalizing on that
to ensure that higher-level students assist their peers when possible. According to Teacher 7, the
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best way of dealing with students of different races is to ensure all feel loved and important
through inclusion. It is the responsibility of teachers to ensure their students feel safe in class, as
clarified by Teacher 7. Furthermore, Teacher 7 is more than willing to help students after school;
students who need help can share their concerns and get help when necessary. Teacher 7 also
seemed to demonstrate openness in discussing students’ performance and encourages them to
keep practicing. Students who find it difficult to set their learning goals and objectives also
received helped doing so.
Lastly, Teacher 8 is both a teacher and the school’s instructional coach. Having been an
educator for 29 years, Teacher 8 has held different positions, including intervention teacher and
Title I coordinator. She mentioned she coordinates mandatory parent workshops. Moreover,
Teacher 8 has also been providing teachers with important information about the English
Language Proficiency Assessment for California (ELPAC) as well as testing students who are
eligible for the ELPAC. The school administration, through the principal, has been working to
make sure all students have equal chances and opportunities of learning. About representing
different cultures, Teacher 8 stated, “I wanted to represent all cultures in my classroom.”
All teachers have been engaged in undertakings that unveil more about the school’s
culture. It appears that AES established a culture where teachers and students are encouraged to
embrace cultural diversity, and the same is replicated when teachers clarify their own practices.
Considering the diverse student population, it is justifiable that the school places emphasis on
promoting a level of mindfulness concerning equity among students. In fact, part of the core
objectives of the institution is to ensure all students have equal learning opportunities.

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Observations
Observations of classroom instruction revealed that five teachers exhibit a culture of
learning through implementation of CRP. Observation findings show that Teacher 7 used charts
on the wall to support RP. Notably, posters on the wall pertained to ELD constructive
conversations, conversation norms, and constructive conversation skills. Others included SEL
culturally responsive discussion protocols and culturally responsive participation protocols.
Teacher 7 had a MELD learning objective posted on the white board: to compare formal and
informal uses of linguistic feature, first person future, using a T-chart. Teacher 4 had a classroom
display of AEMP resources, such as culturally authentic and responsive text sets and Bryan
Garrett social and emotional learning libraries.
Teacher 8, who is also the instructional coach, had evidence displayed concerning the
school’s AEMP SMART Goal 1: by spring 2020, 85% of 4th and 5th grade teachers will
implement word generation with fidelity. Also noted were action steps for this goal. Teacher 8
had a variety of multicultural posters and an array of multicultural realia and a culturally relevant
literature library. Teacher 6 also had a classroom library of culturally relevant books. The
researcher noted that all classrooms visited exhibited some form of CRP, but there was wide
variation.
Summary
It was evident that AES is undergoing implementation of AEMP and CRP as an
organization. The cultural settings needed to have 75% continuity of CRP evidenced in all
classrooms to demonstrate implementation as an asset. Every teacher needs a culturally relevant
classroom library, SEL and CRP posters displayed, English language development (ELD)
constructive conversations posters displayed, and MELD objectives in every classroom.
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Recommendations to address AES leaders’ communicating the value of equity and CRP will be
addressed in Chapter Five.
Cultural Models Valuing Cultural Proficiency Are Present at AES
Results indicate this cultural model is an asset. The organization appears to value CP
practices. Furthermore, equity is being implemented using CRP during one hour of instruction
per day in MELD/ELD and promoted throughout the day.
Survey Results
The researcher wanted to understand the culture of learning CP at AES. Figure 9 shows
that 62.5% of the participants were involved and 37.5% were very involved in the school’s
culture where they might have embraced diversity. It appears that all teachers at AES are
involved in the culture of the school and put themselves in a better position where they feel like
they have embraced diversity.
Figure 9
School Culture

0 1 2 3 4 5 6
Very uninvolved
Uninvolved
Neither involved or uninvolved
Involved
Very involved
Describe your involvement in the
school's culture where you may have
embraced diversity?
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Survey results showed that 62.5% of the participants were involved and 37.5% were very
involved in the school’s culture where they might have embraced diversity. The training equips
teachers with more knowledge about cultural diversity and gives them access to materials and
books that provide insight on how to support African American students and other students of
color.
Interview Findings
Teacher 1 stated she has been taking part in cultural programs at AES. These programs
are especially important because they provide more information about cultural diversity,
including Black history and some of the people who helped shape world culture. From Teacher
1’s position, working with Latinos and other students of color is a great experience. Such
interactions provide the basis for the students to engage in discussions about other cultures and
learn to embrace and respect them. Teacher 1 insisted it is vital to learn how to embrace others
because part of teachers’ responsibilities is ensuring all students have equal learning
opportunities besides being comfortable with people around them. Through interaction with
students, Teacher 1 stated, “We would talk about cultures and make sure everyone is aware of
other cultures.” Moreover, AES has small groups established based on students’ individual
needs. That shows the school has effective measures to provide African American students and
other students of color the support they need to attain their educational goals (Mette et al., 2016;
Singleton & Linton, 2006).
The principal implemented professional development on topics like discipline. Teacher 2
stated that diverse classroom environments encourage teachers to develop as many teaching
strategies as possible. On how to meet the needs of different students, Teacher 2 stated, “You
have to know how to get on their level.” It was identified previously, in the knowledge findings
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section, that most participants exhibit CP in the way they create interactive learning
environments where all students are relaxed and free to participate in different learning activities.
Despite being experienced, Teacher 3 was still willing to take summer training in
preparation for teaching African American students and other students of color. Teacher 3
exhibited CP by taking part in different multicultural activities to enhance overall understanding
of teaching diverse students. Other than the normal class lessons, Teacher 3 was also more than
willing to work around the students as they took part in extra curriculum activities, thus making
them more comfortable. In terms of equity, Teacher 3 stated that providing the learners with
equal chances to participate in learning activities and offering the same instruction are critical.
Teachers should be well-conversant about their classroom setups and how to attend to the needs
of individual students irrespective of their race/ethnicity (Mayfield, 2012; Powell et al., 2016).
According to Teacher 6, AES has a policy of promoting cultural diversity. AEMP
training is provided frequently to enhance teachers’ CP. The training is organized alongside
multicultural celebrations that provide students and staff understanding of how to appreciate and
embrace people from different cultural and social backgrounds.
AES ensures teachers and students have support and equal opportunity to improve their
English speaking and writing skills. Regarding teaching resources, Teacher 6 stated, “With the
literature, we have an abundance of books by AA and Latino cultures.” Teacher 6 stated teachers
are completely immersed in African American culture and cultures of other students of color.
Some of the programs the school organizes are Negro National Anthem, praise dance, and other
dances that showcase the cultures of African American students and other students of color. In
addition, Teacher 6 seems to love teaching African American students and other students of
color because of their love for music and their overall ease of response to musical instructions.
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Teacher 6 also noted Latino children as kind and inclusive and stated that speaking in any of
their languages and involving their parents makes them proud of their culture. At AES, teachers
work to ensure all children have equal opportunity to take part in learning activities. The school
had an environment conducive for all children to encourage cultural cohesion.
Similar to other interviewees’ comments, Teacher 7 mentioned that students participate in
Black History Month, Women’s History Month and other events and activities related to cultural
diversity. Teacher 7 demonstrated a high level of CP in the way both Latino and African
American students have equal chances of embracing each other’s cultures. For instance, Teacher
7 has been allowing Latino students to celebrate Latino Heritage Month with the same practice
being allowed for MELD as well.
An observation documented by the researcher during the interviews is important to note
in conclusion. Out of the six teacher participants interviewed, two were not clear about the
definition of equality and equity. This lack of distinction can have negative implications teaching
African American students and other students of color as equality is not always sufficient.
Observations
Observations were not conducted in relation to this influence.
Summary
Findings for cultural models of AES, related to the organization and its value of CP
indicate that the school is in the implementation phase, and this is an asset. Cultural proficiency
is acknowledged, and there is an overall awareness. Educational institutes have been operating
with institutional racism and status quo for decades, which has contributed to the achievement
gap affecting African American students. Therefore, implementation of an AEMP program and
professional development of CRP and CP is necessary. However, it will take decades of deep
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work to create mindfulness in teachers. Recommendations for the organizations to best value CP
related to a clear school-wide definition of equity will be addressed in Chapter Five.
Summary of KMO Influences
Tables 7, 8, and 9 show the knowledge, motivation, and organization influences for this
study and their determination as assets or needs.
Table 7
Knowledge Assets of Needs as Determined by the Data
Assumed Knowledge Influence Asset of Need
Factual Need
Teachers need to have knowledge about data,
teaching methods, and organizational goals
concerning African American students
8 teachers interviewed had minimal knowledge of
data organizational goals of AA students.
Observations of classroom indicated no data walls
displaying goals
Procedural Asset
Teachers need to know what cultural proficiency
practices are as it relates to instructional practice
for African American students
Findings suggest an asset. 8 teachers interviewed
had awareness of how to create a CP classroom.
Observation identified 6 classrooms that were
culturally inviting.
Metacognitive Need
Teachers need to have knowledge to be able to
assess their own teaching strategies and continue
to evolve their culturally relevant pedagogy to
provide equity to African American students
Findings suggest a need. 2 classrooms observed
were not culturally inviting, when interviewed, 2
teachers needed clarification about equity and 4
teachers need clarification about CP framework.
Metacognitive Asset
Teachers need to have knowledge about the
cultural proficiency framework and become
culturally competent and proficient to best support
African American students’ academic
achievement
Findings suggest an asset Surveys indicated that
8 teachers had been trained in CP. 6 teachers
interviewed shared what equity meant. 7
classroom observations, demonstrated
differentiated instruction

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Table 8
Motivation Assets of Needs as Determined by the Data
Assumed Motivation Influence Asset of Need
Self-Efficacy Asset
Teachers need to believe they can
transfer culturally relevant pedagogy
into the classroom
75% of the survey showed teacher confidence in their ability,
and 50% of teachers interviewed had made connections with
students and families and provided empathy and care.
Observations indicated the majority of the teachers exhibited
self-efficacy during MELD instructional hour block.
Utility Value Need
Teachers need to see the value of
incorporating cultural proficiency
strategies into their instructional
practice
Survey indicated majority of teachers spent extra time on
CRP lesson planning. Half of the teachers interviewed
indicated a need for more planning time to create CRP
lessons. Half of the teachers indicated more planning time to
review AA student data. Two classrooms observed exhibited
small group instruction to support AA students.

Table 9
Organization Assets of Needs as Determined by the Data
Assumed Organization Influence Asset of Need
Cultural Model Asset
The organization needs to value cultural
proficiency practices
Surveys and interviews indicated that there is
a schoolwide implementation of daily block
of MELD instruction and 8 classrooms
observed. 100% of the teachers had
opportunities within the organization to be
involved in school cultural events and
embrace diversity
Cultural Setting Asset
The organization’s value for equity and
culturally relevant pedagogy is clearly
communicated to address student
achievement for African American students

Findings suggest cultural diversity and CRP is
acknowledged by the majority of the teachers
in surveys, interviews, and observations.

Chapter Five will present recommendations for solutions for the validated needs based on
empirical evidence.

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CHAPTER FIVE: RECOMMENDATIONS, IMPLEMENTATION, AND EVALUATION
This evaluation study analyzed first and second grade teacher knowledge, motivation,
and organizational influences affecting the integration of CP tools of CRP to best support
African American students. Chapters One, Two, and Three outlined the problem of practice,
literature on culturally proficient teachers, CRP, and detailed the explanatory mixed-methods
approach to data collection. Results presented in Chapter Four emerged from quantitative
surveys, semi-structured qualitative interview data analysis, observations, and document
analysis. Eight teachers participated in the survey, interviews, and observations.
KMO influencers identified through the literature review and validated through the data
analysis provide the basis for the recommendations. Knowledge elements focused on data
concerning African American students. A CP framework mindset related to instruction and CRP
to provide equity for African American students grounded in CP. Self-efficacy and utility value
were the motivation elements analyzed. Organizational elements address the administrators’
valuing of equity encompassing African American students as an organizational practice and
school-wide staff CP.
Chapter Five provides recommendations addressing the gaps previously identified.
Although the findings in Chapter Four may not be generalizable, in most instances, solutions
presented are transferrable to other educational organizations and not unique to AES or Southern
California School District. The recommendations will be implemented as a framework using the
New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). The implementation and
evaluation plan allows for solution outcomes also using the Kirkpatrick New World model
(Kirkpatrick & Kirkpatrick, 2016) and the four levels of results and leading indicators, behavior,
learning, and reactions. Recommendations for the KMO influences are initially addressed.
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Recommendations for Practice to Address KMO Influences
After a collection of first and second grade teacher participants’ perceptions of barriers
they face to close gaps to achieve their goal, recommendations emerged from the findings for
select KMO influences. Additional supports may be needed to address the “why-to” and “how-
to” aspects of stakeholder knowledge, motivation, and organizational findings.
Create A Shared Definition of Equity Within the School
The practice of equity is an important aspect of this study. The CP framework is a step in
the direction of supporting school leaders to create and sustain an organizational culture that
values equity and CRP. Additionally, there should be a shared clear definition of equity within
the school and this practice is a fundamental component of the organization. The definition of
equality is fairness and impartiality toward all concerned, based on the principles of evenhanded
dealing (Singleton, 2015). Equity implies giving as much advantage, consideration, or latitude to
one party as is given to another on all levels, such as equity leadership, teacher equity leadership,
whole school equity leadership, and systemic racial equity leadership (Singleton, 2015).
The purpose of the equity lens is to be deliberately inclusive as an organization makes
decisions. There is a need for AES to create a shared definition together as a process. The
recommendation is for a collaborative effort of stakeholders to create a shared definition of
equity. Another equity definition related to education is - creating solutions that meet the needs
of different groups on their histories and access to resources-outcomes oriented (different than
equality or sameness; equity deals with specificity). Equity is unfair-deliberately and
intentionally so to lead to the outcomes of fairness by taking into account different starting
places (Center for Urban Education, 2020).

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Knowledge Recommendations
Using the gap analysis framework, two knowledge influence recommendations were
identified to improve declarative and metacognitive knowledge. People need information about
job requirement expectations to clarify duties and responsibilities (Clark & Estes, 2008).
Knowledge of CP, a mindset or world view, informs how people or organizations make
assumptions for describing, responding to, and planning for issues that arise in diverse
environments (Lindsey et al., 2009). The recommendations for these influences have been
validated and are based on theoretical principles and Anderson and Krathwohl’s (2001)
taxonomy of the cognitive domain. Table 10 categorizes the summary of knowledge influences
and recommendations.
Table 10
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence:
Principle and Citation Context-Specific Recommendation
Teachers need to have
knowledge about data
concerning African American
students and organization goals
(Declarative Knowledge).
A good education provides
people with solid but
general conceptual and
analytical knowledge (Clark
& Estes, 2008) How
individuals organize
knowledge influences how
they learn and apply what
they know (Schraw &
McCrudden, 2006)
Provide a student report sheet (job
aid) to inform teachers about African
American Students data and the
organization’s goals, and request
teachers submit actions plans with
strategies they will implement to the
school principal.

Teachers need to have
knowledge about cultural
proficiency framework and
become culturally proficient to
best support African American
students’ academic achievement
to become culturally
(Metacognitive Knowledge).
Information learned
meaningfully and connected
with prior knowledge is
stored more quickly and
remembered more
accurately because it is
elaborated with prior
learning (Schraw &
McCrudden, 2006).
Provide Teachers with deeper and
better-quality professional
development and trainings that
establish concepts related to
knowledge about cultural proficiency
to close the metacognitive
performance gap.

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Provide Teachers With African American Student Data
The recommendation is for teachers to have a student report sheet (job aid) of African
American student data to close the performance gap. Teachers need knowledge about data
concerning their African American students and their organization’s goals. Declarative
knowledge is factual and conceptual information (Clark & Estes, 2008). A good education
provides people with solid but general conceptual and analytical knowledge (Clark & Estes,
2008). How individuals organize knowledge influences how they learn and apply what they
know (Schraw & McCrudden, 2006). Providing teachers with a report on student progress would
support their teaching practices. To address the declarative domain, teachers are to be provided
with specific written performance information about African American students to have the
knowledge and skills required for their duties and responsibilities.
Develop Culturally Proficient Knowledge Through Training and Information
The recommendation is to provide training for teachers related to knowledge about CP to
close the metacognitive performance gap. Two-hour training sessions during the school year are
not long enough, and teachers need ongoing full-day training sessions to dig deeper into CP
methodology. Teachers need to have metacognitive knowledge to understand CP and develop
cultural competency. Information learned meaningfully and connected with prior knowledge is
stored more quickly and remembered more accurately because it is elaborated on through prior
learning (Schraw & McCrudden, 2006). The recommendation, then, is to provide them with
professional development on how to become culturally competent. The utilization of
professional learning communities (PLC) which consists of a collaborative focus around specific
questions (DuFour, 2006). The PLC concept is a process that's focused on three major
components: learning, collaboration, and results. As a result of extensive research, they cited
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five elements of a professional community: (1) reflective dialogue, (2) focus on student learning,
(3) interaction among Page 7 teacher colleagues, (4) collaboration, and (5) shared values and
norms (DuFour, 2006).
Cultural proficiency is a mindset or worldview that informs how people or organizations
make assumptions for describing, responding to, and planning for issues that arise in diverse
environments (Lindsey et al., 2009). Culturally proficient teachers must value diversity, access,
and a diversity of cultures while managing the dynamics of differences, adapting to diversity,
and institutionalizing cultural knowledge (Lindsey et al., 2009). Such tools are adopted by
organizations to express their valuation of “diversity in both theory and practice and make
teaching and learning relevant and meaningful to students of various cultures” (Bustamante,
2006, p. 3).
Motivation Recommendation
Solving organizational performance problems by examining stakeholders’ motivation
requires stakeholder observation (Clark & Estes, 2008). The assumed motivation influence
related to teacher value in this study was validated as a need. The framework to guide the
recommendation for the motivation influence is founded on the work of Schunk et al. (2009),
who contend that motivation is defined as “the process whereby goal-directed activity is
instigated and sustained” (p. 4). Additionally, there are three common indicators related to
motivational factors: active choice, persistence, and effort (Rueda, 2011; Schunk et al., 2009).
Active choice is when the intention to pursue goals is replaced by action. Persistence, once
started, is continued in the face of distractions, and mental effort is when people work smarter
and develop novel solutions (Clark & Estes, 2008). Motivation is a desire to do something and
the belief that one can: the process whereby goal-directed activity is instigated and sustained
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(Pintrich, 2003). Table 11 categorizes the summary of the motivation influence related to value
and provides a context-specific recommendation to address this need.
Table 11
Summary of Motivation Influences and Recommendations
Motivation Influence Principle and Citation Context-Specific
Recommendation

Utility Value:
Teachers need to see the
usefulness of incorporating
cultural proficiency strategies
into their instructional practice.

Learning and motivation are
enhanced if the learner
values the task (Eccles, 2006).

Provide Teachers with
professional development and
planning time to discuss and
create culturally proficient lesson
plans and mentor each other and
include research articles on
motivation theory and the
importance in teacher practices

Provide Teachers Multiple Opportunities to Discuss Value of CP Strategies
The recommendation for this motivation construct is to provide teachers opportunities to
see the usefulness of incorporating CP strategies into their instructional practice with discussion
and lesson planning. Activating personal interest through opportunities for choice and control
can increase motivation (Eccles, 2006). Utility value is determined by how well a task relates to
current and future goals, such as career goals (Eccles, 2006). A task can have positive value for a
person because it facilitates important future goals, even if he or she is not interested in the task
for its own sake (Eccles, 2006). Learning and motivation are enhanced if the learner values the
task (Eccles, 2006).
The common assumption is that getting people to learn is largely a matter of motivation.
When people have the right attitudes and commitment, learning automatically follows (Argyris,
1997). Building on personal interests can increase learning and motivation (Shraw & Lehman,
2009). Mentor teachers are critical in helping to produce culturally competent and successful
teachers of African American children, especially for preservice teachers with limited experience
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with diversity (Moule & Higgins, 2007). Rationale that includes a discussion of the importance
and utility value of the work or learning can help learners develop positive values (Eccles, 2006;
Pintrich, 2003). Feedback and actual success in challenging tasks positively influence people’s
perceptions of competence (Borgogni et al., 2011). Therefore, teachers need professional
development and time to discuss and create culturally proficient lesson plans, mentor each other,
or collaborate. Additionally, professional development should include research articles on
motivation theory and the importance in teacher practices.
Organization Recommendations
Organization and stakeholder goals are often not achieved due to lack of resources, most
often time and money, or because stakeholder goals are not aligned with the organization’s
mission and goals (Clark & Estes, 2008). It is important that organizational gaps be
systematically uncovered and considered along with knowledge and performance gaps to target
solutions and expend resources efficiently (Rueda, 2011). In Chapter Four, the organizational
setting related to communicating the value of equity and CRP was identified as an asset that
needs to be sustained. Table 12 presents the organization setting influence that was identified as
an asset but required a recommendation to sustain based on the findings presented in Chapter
Four.

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Table 12
Summary of Organization Influences and Recommendations
Organization
Influence

Principle and Citation

Context-Specific
Recommendation
(Cultural Setting)
The organization needs
to value equity and this
is communicated and
the culture of culturally
relevant pedagogy is
encouraged to address
student achievement for
African American
students
Effective organizations ensure that
organizational messages, rewards,
policies and procedures that govern
the work of the organization are
aligned with or are supportive of
organizational goals and values.
Cultural settings refer to visible and
concrete manifestations of policy
and processes. (Clark & Estes, 2008;
Gallimore & Goldenberg, 2001;
Schein, 2004).
The recommendation is that
organizational leaders
communicate the message
about organizational
practices to value equity for
all students and specifically
African American students
by providing resources for
training and planning time
for all stakeholders.

Provide Teachers With Resources and Communicate The Value of Equity and CRP
The recommendation is that organizational leaders communicate about organizational
practices to value equity by providing resources for training and planning time for all
stakeholders. Equity would provide specific training based on individual teacher needs/not all
the same. Effective organizations ensure that their messaging, rewards, policies, and procedures
are aligned with or are supportive of organizational goals and values (Clark & Estes, 2008).
Processes are efforts to ensure that all key stakeholders’ perspectives inform the decision-making
process leading to the change (Clark & Estes, 2008). The organization needs to value equity,
communicate this fact, and encourage a culture of CRP. For example, the organization can
provide additional professional development time for teachers to plan and collaborate on CRP
lessons. The organization values CP practices and expresses its valuing of diversity and equity in
both theory and practice and makes teaching relevant and meaningful to all students.
Stakeholders need to be confident in their ability to complete a task or performance goal
or believe that they can make a difference in the long term with the organization's goals
(Wigfield & Cambria, 2011). As school demographics have changed, teachers struggle to serve
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all students equitably. Teachers who do not use CP practices or CRP may reduce their students’
capacity to succeed (Lindsey et al., 2009). Cultural competence, or behavior aligned with
specific standards, moves an organization toward CP actions (Lindsey et al., 2003).
Implementation and Evaluation Framework
The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) informs this
implementation and evaluation plan, which essentially correlates with the original Kirkpatrick
Four-Level Model of Evaluation. This model evolved to include a reversal of order, beginning
with the organizational goals and working backward, which allows for three additional actions:
solution outcomes to assess work behaviors, leading indicator identification to discern whether
learning occurs during implementation, and indicators that organizational members are satisfied
with the implementation strategies. Designing the implementation and evaluation in this manner
forces connections between the immediate solutions and the larger goals and solicits proximal
buy-in to ensure success (Kirkpatrick & Kirkpatrick, 2016).
Organizational Purpose, Need, and Expectations
AES’s mission details a commitment to promoting productive, responsible lifelong
learners by providing a diverse student body with the skills to become creative, independent,
critical thinkers, collaborative workers, and effective communicators who can have a positive
impact on our world. By June 2021, 100% of the first and second grade teachers at AES will
implement CRP to best support African American students. Such tools are adopted by
organizations to express their valuation of “diversity in both theory and practice and make
teaching and learning relevant and meaningful to students of various cultures” (Bustamante,
2006, p. 3).

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Level 4: Results and Leading Indicators
Table 13 shows the proposed Level 4 results and leading indicators in the form of
outcomes, metrics, and methods for both external and internal outcomes for AES. If the internal
outcomes are met as expected as a result of the training and organizational support for first and
second grade teachers, then the external outcomes should also be realized.
Table 13
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
1. Increased progress report
grades for African American
students
The number of 4 and 3 grades year
over year
Annual: Data from Schoology
2. Increased CAASPP scores
for African American
students at entry into third
grade
The number of increased points on
the CAASPP ELA & Math scores
of African American students at
entry into third grade
Annual: California Department
of Education once testing
resumes
3. Decreased suspensions
among African American
students.
3a. The number of Suspensions and
IEPs of African American students
Annual: California Dashboard
Indicators
Internal Outcomes
1. Increase the number of
African American students’
performance in Accelerated
Reader to increase Lexile
scores
Progress Report grades results of
African American students in
classes

Semester: Review data to
determine outcomes of African
American students

2. Increase African
American students’ DIBELS
scores for literacy skills
scores
The number of Benchmark and
Above Benchmark in Amplify
DIBELS 8 Program
Annual: Amplify Assessment
3. Increase teacher feedback
for cultural proficiency
trainings
The number of teachers receiving
positive or negative feedback
Monthly: Data of self-report and
administrator collected via
survey
4. Increase teachers lesson
plans of CRP
The number of teachers provided
with job aids to create lessons with
CRP
Weekly: Data of CRP lesson
plans submitted to Administrator
or SEL Coordinator
5. Increase teacher
collaboration about African
American students class
work samples or data
The number of teachers planning
meetings to collaborate
Monthly: Deliverables from/by
teachers after collaboration (next
steps/action plans/strategies to
address weak areas)

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Level 3: Behavior
Critical Behaviors
Critical behaviors are specific actions that, if performed consistently, will have the largest
impact on the desired results (Kirkpatrick & Kirkpatrick, 2016). The first critical behavior is
applying CP practices. The second is analyzing African American students’ data to identify areas
of strength and weakness. The third is implementing CRP in the delivery of instruction. The
specific metrics, methods, and timing for each of these behaviors appear in Table 14.
Table 14
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. Teachers to apply
cultural proficiency
practices in their
classrooms
Self-reported activities Observations

Administrators
will implement
weekly and
monthly 45-
minute classroom
visitations - when
teaching African
American
students
2. Teachers will analyze
African American
student data to identify
areas of strengths and
weakness in classrooms
2a. The number of
African American
students with Progress
Report grades in ELA
and Math with 3s and 4s

2b. DIBELS Progress
Monitoring Reports and
BOY, MOY, EOY Data

2c. Interim Assessment
Data collected in Fall
and Spring
Print out from elementary
main office for teacher
review and/or located in
student cum for teacher to
review

Print out from computer
by teacher

Print out from computer
by teacher

Monthly - during
teacher planning
meetings

Weekly and
Quarterly –
during teacher
planning meetings

Fall and Spring
semester – during
teacher planning
meetings
3. Teachers utilize
culturally responsive
pedagogy for African
American students in
classes
The number of lessons
plans with CRP
included
Lesson plan submission Weekly - Submit
to Administrator
and/or SEL
Coordinator

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Required Drivers
The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) adds required
drivers to Level 3. Required drivers are processes and systems that reinforce, monitor,
encourage, and reward performance of critical behaviors, such as job aids, coaching, work
review, pay-for-performance systems, and recognition (Kirkpatrick & Kirkpatrick, 2016).
Teachers require support from administrators and the organization to reinforce what they learned
in training and to encourage them to apply what they learned in alignment with their
performance goals. The motivational and organizational influences necessary for the
achievement of the stakeholder outcomes are the CP practices of self-efficacy and utility value in
cultural settings and models that target equality and equity practices.
Table 15
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Job aids about CP Ongoing 1, 2, 3
Job aids about CRP Ongoing 1, 2, 3
Flyers and notifications for CP training Ongoing 1, 2, 3
Flyers and notifications for CRP training Ongoing 1, 2, 3
Team meetings to collaborate about successes, needs, and
barriers
Weekly 1, 2, 3
Use mails and social media to reinforce communication Weekly 1, 2, 3
Encouraging
Team meetings regarding student data Monthly 1, 2, 3
Team meeting to collaborate on and role-play CRP sample lesson Ongoing 1, 2, 3
Meeting with mentors for feedback and coaching on CP practices Ongoing
Rewarding
Public mention of CP and/or CRP training attendance Ongoing 1, 2, 3
Recognition for academic student achievement 5-week
intervals
1, 2, 3
Incentives for shared Google Drive strategies, practices, CRP
lessons, and resources
Weekly 1, 2, 3

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Method(s) Timing
Critical Behaviors
Supported
1, 2, 3 Etc.
Monitoring
Schoology print out of African American student grades in ELA
and Math and DIBELS progress monitoring data
Ongoing 1, 2, 3
CRP lesson plans turned in to the administrator Weekly 1, 2, 3
CP classroom environment evidence from administrator class
visits
Ongoing 1, 2, 3

Organizational Support
An organization’s culture can be analyzed based on its cultural settings and models
(Gallimore & Goldenberg, 2001). The recommendation to support this implementation plan is
that organizational leaders communicate the message about organizational practices regarding
diversity to all stakeholders. This includes communicating to stakeholders the organizational
goals that reflect organizational practices that promote diversity, equity, and inclusion. Effective
organizations ensure that organizational messages, rewards, policies, and procedures that govern
the work of the organization are aligned with or are supportive of organizational goals and values
(Clark & Estes, 2008).
Effective leaders are aware of biases and prejudices that occur in the organization at the
individual and structural levels. They acknowledge their own biases and prejudice and protect
the organization from their negative impact. Thus, they put themselves in uncomfortable
situations that challenge their biases. They also recognize and address micro-aggression and
other covert ways of expressing bias and prejudice (Bensimon, 2005; Chavez et al., 2008).
Organizational resources aligned with the organization goals, such as time for
professional development and extensive teacher planning time for CRP lessons, are necessary for
transformational policies and procedures to best support African American students. Teacher
mentorships are necessary to support the organizational outcomes that communicate the
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messages of the goals and values. Lastly, peer observation, collaboration, and debriefing time are
required to create culturally proficient educators.
Effective leaders address institutional policies and practices that create barriers for equity
(Bensimon, 2005). Effective leaders promote diversity at the highest levels of the organization
(DiTomaso et al., 2007; Stevens et al., 2008). To this end, effective leaders ensure the
organization’s models and settings (both processes and structures) are congruent with the
organizational values mentioned in the recommendation.
Level 2: Learning
Learning refers to the degree to which participants acquire the intended knowledge,
skills, attitude, confidence, and commitment based on their participation in the training
(Kirkpatrick & Kirkpatrick, 2016).
Learning Goals
Following completion of the recommended solutions, most notably the workshop
trainings on CP and CRP, teachers will be able to
1. Recognize the short- and long-term social and academic benefits associated with
increased equity for African American students (D; Value),
2. Correctly describe the steps associated with the lesson planning for CRP and determine
the role that they can play in the referral stage (P),
3. Recognize the common characteristics associated with teaching culturally diverse
students to create enrichment opportunities at school (D),
4. Plan and monitor their advocacy paths and the roles they will play as teachers of African
American students (M),
5. Operate in a culturally competent and proficient manner (M),
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6. Indicate with confidence that they understand the role of parents of students and ways
that they can partner with teachers, coordinators, and administrators to serve their child
(Confidence),
7. Indicate with confidence their willingness to seek out and approach administrators for
information or help in the future (Confidence),
8. Value the job aids and translated resources and use them to navigate their entrance into
the world of African American student support and/or advocacy of equity
(Confidence/Value), and
9. Value the placement review process of African American students being treated with
equality and equity (Value).
Program
Learning is a multidimensional process that results in enduring change in a person or
persons (Alexander et al., 2009, p. 12). Learning CP practices requires working within the zone
of proximal development, scaffolding, and assisted performance to learn job-related information.
The learning goals will be achieved with training and collaboration opportunities where teachers
learn more about CP practices and CRP. The program includes training and meetings on campus
with teacher colleagues and administrators.
The training consists of professional development and meetings for teachers to learn and
share information and resources about providing equity to African American students.
Collaboration and mentoring will be opportunities for teachers to meet and learn through role-
play, discussions, and coaching. Teachers who are experienced with CP and CRP (mentors) will
discuss the value of these practices and discuss the differences between general education
content curriculum and CRP opportunities. These opportunities to come together to discuss
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strategies for success and the value of information lead to what Stajkovic et al. (2009) refer to as
“collective efficacy” (p. 814).
Both training and collaboration events will be offered to teachers quarterly each school
year. During these meetings, teachers will receive job aids in the form of books, booklets,
vignettes, and handouts that outline CP and CRP. Following training sessions and meetings,
teachers will examine mentoring materials and the dates assigned to meet in person or in the
classroom.
Evaluation of the Components of Learning
Evaluating the components of the learning ensures transfer of knowledge.
Demonstrating declarative knowledge is a precursor to applying the knowledge and skills to
solve problems or create new opportunities (Krathwohl, 2002). Understandably, evaluating for
declarative and procedural knowledge learned is important. In a similar vein, it is important that
stakeholders value the training and its role as foundational or as activating prior knowledge for
using their recently obtained declarative and metacognitive knowledge and skills in later
situations (Wigfield & Eccles, 2000). As is the case with all stakeholders, teachers need to feel
confident that they can transfer and apply the knowledge and skills they acquired so they can
more readily commit to using them in the future. Consequently, Table 16 lists the ways that
declarative and procedural knowledge, attitude, and confidence will be evaluated and outlines the
proposed timing for completing these elements of learning and transfer.

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Table 16
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 In portions of the training course
Knowledge checks through discussions,
“think/pair/share” and other partner activities
During the in-person trainings and request
“Exit tickets” to be submitted at the end
Procedural Skills “I can do it right now.”
After the small group activities with multiple
choice questions
Closing activity before the end of the training
course
Demonstration in groups and individually
using job aids to successfully perform the skill
During the professional development
workshop
Attitude “I believe this is worthwhile.”
Facilitator’s observation of participants During the professional development
Participants reflection of the professional
development
At the end of the professional development
Confidence “I think I can do it on the job.”
Discussions following practices and feedback During the professional development
Survey items using scaled items Following completed sections of the
professional development
Commitment “I will do it on the job.”
Written postcard to colleague following
practice and feedback
During the professional development
Prepare individual action plan During professional development
Share a brief statement about how they plan to
get the job done
During the professional development

Level 1: Reaction
Reaction is the degree to which participants find the training favorable, engaging, and
relevant to their jobs (Kirkpatrick & Kirkpatrick, 2016). Both formative and summative
evaluation of stakeholder and participation involvement in learning at the reaction level, or Level
1, will take place (Kirkpatrick & Kirkpatrick, 2016). The formative reaction at Level 1 is
measured in terms of learner comfort, engagement, and satisfaction. Summative feedback and
reactions are gathered immediately or shortly after the training has been completed. Completing
a summative reaction evaluation should be voluntary and reflective, asking the participants about
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the relevancy of the content presented, the venue and quality of presenters, predictability of
application of learning, and use of time. Table 17 outlines the methods for measuring teacher
reactions in terms of engagement, relevancy, and satisfaction with regards to the classes and CP
workshops and networking/mentoring events.
Table 17
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Completion of modules After the professional development
Observation by facilitator During the professional development
Attendance During the professional development
Relevance
Pulse checks with participants via survey or
discussions
After each module of the professional
development
Customer Satisfaction
Surveys about experiences using scaled scores During the professional development
Survey in the form of a Pre/Post-test Before and after the professional
development

Evaluation Tools
Immediately Following the Program Implementation
Evaluations at Levels 1 and 2 are necessary, as they provide feedback about the quality of
the training. Participants provide feedback on the training, accessibility of materials, topics
covered, and quality of the presenters. Evaluation that takes place immediately following
program implementation seeks to understand the confidence with which individuals understand
the knowledge and skills shared with them and the overall level of commitment that individuals
have in terms of transferring what they have learned into practice. In addition to attendance,
observational data, brief engagement check-ins during discussions, and longer-range survey data,
teachers will be asked to complete brief feedback forms following each professional
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development session. Teachers will be asked scaled questions regarding the relevance,
confidence, and commitment levels.
Delayed for a Period After the Program Implementation
Before and after the last training of the year, teachers will complete a pre- and post-test
for a final evaluative tool. Teachers will be assessed on content knowledge that was presented
during the year, which might include asking them knowledge questions. In Level 4 evaluation,
teachers will describe their constructive feedback and express their level of success in
implementing CP and CRP. Formative evaluations, including the Level 1 and 2 forms found in
Appendix A, display the quality of the training, meetings, and mentoring events to also
understand the level at which teachers transferred their learning into behavioral changes and
results. According to Kirkpatrick and Kirkpatrick (2016), it is necessary to evaluate behavioral
changes and results to demonstrate the value to the organization in a quantifiable way and to
gather data that can be used during future training sessions and workshops. For teachers, the final
evaluation tool also serves as an opportunity to reflect on their own role construction to
understand the level at which they transferred their learning into behavioral changes and results.
The final evaluation tool also serves as an opportunity to reflect on their role with regards to
advocacy and equity. See Appendix A for a worked example of potential Level 1, 2, 3, and 4
evaluation questions that teachers will be asked to respond to.
Data Analysis and Reporting
Creating a firm set of evaluation tools ensures the necessary steps are taken towards
achieving results, which include the evaluation of stakeholder reactions, transfers in learning,
and changes in behavior. Collected in both formative and summative measures, the data gathered
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throughout the teachers and collaboration meetings will be used to increase the likelihood of
achieving the desired results and yield information that is imperative to crafting future training.
Teacher evaluation will focus on their attitudes, confidence, relevancy, and commitment
to the results based on efforts and overall satisfaction with the program. Due to the relatively
immediate Levels 1 and 2 feedback and data that will be available following the proposed
quarterly workshops and collaborative meetings and the long-term data collection on levels 1, 2,
3, and 4, it is necessary to develop two different methods for presenting and sharing information
with the stakeholders. Data on long-term outcomes will be gathered through a pre- and post-test
and analyzed at the end of the year. Teachers can respond to open-ended prompts about their
experiences, behavioral changes that were a result of learning opportunities, the degree to which
they embody qualities of CP and CRP, and how this aids them in supporting African American
students’ academic achievement.
Summary
The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) has clear
guidelines to plan, implement, and evaluate the recommendations for the organization to
optimize achieving the stakeholder goal of training all first and second grade teachers in CRP
and the organizational goal of training all staff in CP practices to provide equity to best support
African American students’ academic achievement. The expectations for using the framework
pertain to the advantages of integrating implementation and evaluation and, ultimately, the value
of the intervention as a return on expectations (Kirkpatrick & Kirkpatrick, 2016). Building
stakeholder support through input and feedback is crucial when undertaking actions such as this,
especially when few resources are available. Stakeholders will be presented with the idea that, if
successful, this program will impact the organization in a broader sense with the potential for
110
increased teacher performance. The use of Kirkpatrick and Kirkpatrick’s (2106) New World
Model in this integrated plan may set the tone for how future programs are implemented and
evaluated.
Limitations and Delimitations
Every study faces limitations, as some elements of the study are always at risk of
producing inaccurate and unrepresentative data (Merriam & Tisdell, 2016). The purpose of this
study was to examine the KMO influences affecting first and second grade teachers’ CP and
efforts to ensure equity using tools of CRP for African American students at AES. Due to the
design of the research, four key limitations were present.
First, the selection of a singular stakeholder group provided a narrow perspective on a
complex problem. By selecting the first and second grade teachers, the hope was to understand
the challenges from their perspective and to gain insight into organizational barriers affecting
their performance. Selecting teachers as the key stakeholder group was an inclusive
consideration. However, teachers’ ability to illustrate organizational issues from their perspective
offered greater benefits than gaining student perspectives and on their teachers.
Second, as this study addressed personal knowledge and motivation as well as
information that may show AES in a negative light, the potential for less than truthful answers
from respondents represented a limitation. The possibility of inaccurate responses or responses
targeting what respondents believe to be the correct answer represented a study limitation
(Merriam & Tisdell, 2016). Through a mixed-methods approach, triangulation of the data can
enrich research as it offers a variety of datasets to explain differing aspects of a phenomenon of
interest. It also helps refute where one dataset invalidates a supposition generated by another.
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The third limitation was the use of only one site for data collection and the homogeneity
of participants. The data were collected from one site that implemented an AEMP program, and
less than 1% of the schools in the Southern California District offer this kind of program for
MELD instruction and CRP resources. In addition, there are only 10% of the district’s students
are African American. All teacher respondents were female, and there were no male respondents
who may have shared perspectives different from those of females. At the elementary level, there
are more female teachers than male teachers on staff.
Finally, the timing of the study coincided with the annual standardized assessment that
takes place from March through June. As such, there was a decrease in third through sixth grade
teachers willing to participate in the study since they were in the middle of testing. As a result,
this study was limited to first and second grade teachers at the study site.
Alternatively, the design of the study and targeted stakeholders offer several
delimitations. First, the study’s problem of practice was narrowed in scope with the selected
KMO influencers well supported by the literature and maintained a narrow focus away from the
overall evaluation of other variables. Additionally, the researcher, although solely in an
observer’s role, was likely to be viewed as an outsider or evaluative administrator by the
teachers, especially since they know she was an elementary school principal who may personally
know the principal of AES. Critical research is more challenging due to possible strong feelings
concerning insider or outsider beliefs among participants (Merriam & Tisdell, 2016).
Finally, the investigator’s knowledge of the subject, combined with acquired knowledge
through research, uniquely positions this study for success. Although differences existed
between the respondents, similarities also existed. Notably, follow-up or probing questions
during the qualitative interviews illuminated the influence and interaction of the chosen KMO
112
elements. Though more comprehensive findings might be gained by expanding the scope of this
work, the interviews and observations conducted aided in phenomenological assessment of the
factors under consideration and not toward sweeping data-driven results.
Implications for Practice
Six themes emerged from interview and observation data that will have a direct impact on
the education of African American students at AES: procedural knowledge, metacognitive
knowledge in CP, metacognitive knowledge in CRP, motivation knowledge in utility value,
organizational knowledge in cultural settings and cultural models. Regarding teacher procedural
knowledge, during the interviews, four teachers needed clarification about CP, and four teachers
were familiar with it. Some teachers required deeper professional development for a
metacognitive understanding of CP (Krathwohl, 2002). For teachers, reaching CP entails
thinking beyond race or ethnicity and self-reflecting on personal bias, stereotypes, beliefs, and
norms (Arriaga & Lindsey, 2016).
The study established that some first and second grade teachers at AES require deeper
professional development for a metacognitive understanding of CP. Findings related to teachers’
metacognitive knowledge regarding CP indicate this competency is in the implementation
process at AES. When teachers build their capacity to work with students from all cultures, they
embody values of diversity and take steps to evaluate the culture of the classroom by clarifying
values, assumptions, and cultural expectations (Gilliam et al., 2016). Teachers must learn the
culture of their students and students’ families and assess the dynamic nature of the differences
in values and expectations (Karns et al., 2011; Lindsey et al., 2009). They must go deeper with
parent involvement, and only two teachers interviewed discussed having this connection with the
families.
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Findings related to teachers’ metacognitive knowledge regarding CLRP indicated this
competency is also in the implementation process at AES. CRP is asset-based and student-
centered, meaning it values students’ language, cultures, and backgrounds while simultaneously
challenging and supporting students (Gambrell, 2017). Teachers require awareness of the fact
that CRP embodies constructivist principles committed to both individual and collective
empowerment focused on varied learning strategies and capacities for students.
Teachers’ utility value in the form of seeing the usefulness of incorporating CP strategies
into instructional practices is an area where a gap was found in this study. The CP lesson
planning done by individual teachers is a start in the right direction. However, lesson planning is
time-consuming, and, when not done, CP curriculum looks like everyday instruction that does
not serve urban African American students well.
Analysis of the organizational cultural settings showed the site is in the implementation
stages of CRP. This is a definite start in the right direction for African American students. The
organization has provided cultural professional development training at the district and school
level to support the teachers of diverse learners. However, teachers require more in-depth
training to fully operate at the proficiency level of mastery. Additionally, with respect to cultural
models, the organization seems to acknowledge CP practices. However, equity is only promoted
during an hour of instruction per day in MELD/ELD.
The California Dashboard has a focus on equity, and some of the local indicators of
priority are teacher qualifications, implementation of state academic standards, and school
climate. Professional development in CP and CLRP are critical factors in addressing the problem
of practice. Although most teachers are probably aware of multicultural education, they have not
heard about CP and the cultural competence continuum. School site professional development
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allows for limited hours of instructional priorities. Most schools have 26 hours a year set aside
for professional development and have to address other district priorities as well. They do not
have adequate time to dive deeper into the CP and CRP training with fidelity.
The human psyche is a large part of the dynamics when CP training is addressed. The
district should work with the school sites in a more supportive manner to ensure more productive
and comprehensive training. As such, the AEA department offers cultural training annually, and
administrators offer 1 to 2 hours of training on site throughout the school year. During both
professional development sessions, there is little time for deep and meaningful discussion to get
to the root of the problems and how they affect African American student performance. Teachers
feel uncomfortable having cultural competence conversations about race and African American
students who have been historically disadvantaged through the educational system. It takes many
professional development sessions for principals and teachers to feel comfortable discussing the
concerns (Lindsey et al., 2009). In turn, school leadership must uphold CP and guide their
colleagues to examine their values, beliefs, attitudes, and behaviors so that they can adapt their
practices to meet the needs of the students they serve.
Future Research
Teachers’ beliefs and classroom practice in relation to their capacities in CP and CRP are
critical to developing African American students and cultivating their self-efficacy to excel
educationally. Based on the findings and implications of the study, future research is needed to
address inequities that African American students in educational institutions currently
experience.
There are two critical areas for future research fundamental to teachers’ capacity to
provide equitable instruction to African American students at AES that are generalizable to other
115
school sites and programs. Specifically, research should examine the role and influence of
district-wide CP practices (number of African American teachers and Administrators hired by
the district, placement of these teachers in elementary, middle, and high school) to support
AEMP/MELD implementation. If African American educators are not employed to support this
program, typically, the focus becomes supporting only ELD students, creating further
opportunity and achievement gaps for African American students. If African American teachers
and administrators are not present on school campuses advocating for Black students, then
AEMP becomes a non-issue and the status quo remains.
Future research on teachers’ experience improving academic data is relevant due to the
increase of new teachers hired annually who have no pre-service training on how to teach
African American students. These new teachers often take only a multicultural or diversity class
and do not have procedural or metacognitive knowledge regarding CP and CRP. The KMO
factors associated with the stakeholders are critical to understanding, as these teachers represent
easily forgotten assets for the organization and larger communities in which they work and
reside.
Conclusions
The dissertation examined the KMO influences on teachers’ attitudes and beliefs at AES.
The focus of the study centered on exploring the training and experience of the teachers that
affected the achievement of the institutional goal of all teachers being trained in CRP to best
support African American students. Clark and Estes’s (2008) gap analysis framework structured
the review of the literature, which identified eight assumed influencers: four pertaining to
knowledge, two regarding teacher motivation, and two relating to the organization. Each
influencer was validated through quantitative and qualitative analysis.
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Essential elements of African American student data, starting with teachers’ knowing this
information and their awareness of CRP confound their performance. Notably, the identified gap
in teacher utility value led to the conclusion that teachers need models and mentor teachers to
become culturally competent and successful teachers of African American students.
Organizationally, based upon teachers’ experiences with CRP, the principal’s ability to
communicate and influence teacher behavior is critical. Teachers possess CP qualities and are
more apt to engage in effective equitable strategies and seek coaching support. Most importantly,
teachers who completed AEMP training and learned about CRP development were not deficit-
minded and addressed the needs of historically disadvantaged children. They also demonstrated
significant growth in the area of CP instructional practices as compared to teachers with less
professional development about the “why” and “how” of supporting African American students.
Recommendations for change followed the New World Kirkpatrick Model (Kirkpatrick
& Kirkpatrick, 2016). The evaluation of AES teachers centered on developing two critical
behaviors. First, teachers must apply CP practices through lesson plans that include CLP and that
are submitted to the instructional coach for review. Additionally, teachers should utilize African
American student data to identify areas of strength and weakness. Student progress reports
indicating grades in ELA and math of 3 or 4 should be distributed for teacher review and
progress monitoring tri-annually. By understanding and identifying critical behaviors and leading
indicators affecting student performance, intervention strategies can address teacher
disengagement and provide corrective actions for sustaining motivation and engagement in CRP.
Not addressing the achievement gap and opportunity gap would constitute continued failure to
provide African American students with equitable access to rigorous curricula and preparation
for academic success as well as college and career readiness.
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The district’s strategic plan grounds the work with all student groups. The African
American student group requires a deep understanding of students’ identities and the historical
context in which we all operate. The district recently addressed the civil unrests of the killing of
George Floyd, an African American man, by a police officer and other killings of African
Americans that happened in the first six months of 2020. The district offered resources on the
website for school site staff to have discussions about race and inequities to support trauma-
informed communities of color.

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APPENDIX A
Cultural Proficiency Continuum
Continuum Stages Meaning Examples
Cultural Destructiveness - See
the difference, stomp it out
Any policy, practice, or
behavior that effectively
eliminates another
people’s culture. It may
be manifested through
an organization’s
policies or through an
individual’s values and
behaviors. The easiest to
detect; most negative
end of the continuum
Members of the ___cultural
group don’t value education!

I don’t need to learn English
language development
strategies; I have a life time
credential and don’t need to
learn another thing to teach in
this state!

Cultural genocide and the U.S
Enslavement of African people

Systematically allocate specific
ethnic groups to low-achieving
course
Cultural Incapacity – See the
difference; make it wrong
Belief in the superiority
of one’s culture. Any
policy or practice that
subordinates all cultures
to another.
Organizational practices
or individual behaviors
that show extreme bias,
belief in superiority of a
dominant group, or
belief in the inferiority
of subordinate group
Questioning the qualifications
of women or persons of color
but not doing the same for
members of the dominant
group

Jim Crow laws that denied
African Americans basic
human rights

Discriminatory hiring practices
Cultural Blindness – See the
difference; dismiss it
Those who perpetuate
such behavior believe
they are acting
“equitably.” Cultural
blindness is any policy,
practice, or behavior that
ignores existing cultural
differences or that
considers such
differences
inconsequential. As a
result, many students
Disassociating diversity
training from other
professional development

Believing that the achievement
gap was uncovered when No
Child Left Behind was enacted,
in truth, the National
Assessment of Educational
Practices has documented the
achievement gap biannually
since 1971

131
feel discounted or
invisible in school
Really, I don’t see color – I
treat all kids alike!
Cultural Precompetence – See
the difference; recognize what
you don’t know
An awareness of the
limitations of one’s
skills or organization’s
practices when
interacting with other
cultural groups
Still teaching with the same
practices of previous
demographic groups and
haven’t adjusted practices to
the new demographic groups of
students enrolled.
Cultural Competence – See the
difference understand the
difference that differences make
Any policy, practice, or
behavior that
consistently uses the
essential elements of
cultural proficiency as
the standards for
interaction. Schools and
educators accept and
respect differences;
carefully attend to the
dynamics of differences;
continually assess their
own cultural knowledge
and beliefs; continuously
expand their cultural
knowledge and
resources; and variously
adapt their own belief
systems, policies, and
practices
Students not formally served
well are engaged and are
learning

Students can find themselves
and people culturally different
from them in the nonformal
and formal curricula.

Culturally Proficient – See the
differences; respond positively
and affirmingly
The esteeming of
culture. Learn about
culture. Find out what
you need to know.
Advocates for culturally
proficient practices in all
areas. Strong sense of
social justice which is
displayed by readily
apparent moral values
for doing what is right
for students, their
families, and the
communities
A school wide focus on
locating resources to enhance
instruction

A palpable sense of cultural
proficiency being a process,
not an event, and therefore
elusive as something to achieve

132
APPENDIX B
Survey Protocol
Research Question/
Data Type
KMO Construct Survey Item
Scale of
Measurement
Potential
Analyses
Visual
Representation
Demographics – Description (K) I have worked for the Alpha
Elementary School for
years.
Interval Mean,
Standard
Deviation,
Range
Table
What are teachers’ knowledge
and motivation related to
demonstrating proficiency in
teaching culturally and
linguistically responsive
pedagogy promoting a culture
of learning for African
American students?
(M) I believe in myself to teach
diverse student populations
of students.
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Strongly Disagree

Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table
What are teachers’ knowledge
and motivation related to
demonstrating cultural
proficiency and promoting a
culture of learning for African
American students?
(K) I have had training in
culturally linguistically and
responsive pedagogy?
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Strongly Disagree

Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table
What are teachers’ knowledge
and motivation related to
demonstrating proficiency in
teaching culturally responsive
pedagogy promoting a culture
of learning for African
American students?
(K) Which of the following
categories describes your
experience with African
American students in your
class?
Very Pleasant
Somewhat Pleasant
Neither Pleasant or
Unpleasant
Unpleasant
Very Unpleasant
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table
What are teachers’ knowledge
and motivation related to
demonstrating proficiency in
teaching culturally and
linguistically responsive
pedagogy promoting a culture
of learning for African
American students?
(M) I believe in my skills to
establish supportive
relationships with African
American students so they
feel connected to my
classroom?
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Strongly Disagree
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table
What are teachers’ knowledge
and motivation related to
demonstrating proficiency in
teaching culturally responsive
pedagogy promoting a culture
of learning for African
American students?
(M) How many hours per week
do you spend incorporating
relevant culturally diverse
information into your lesson
plans to increase
engagement of your African
American students during
your instruction?
1 to 2 hours
3 to 4 hours
5 to 6 hours
7 to 8 hours
8 to 10 hours
Interval Percentage,
Frequency,
Mode,
Median,
Range
Table
How do teachers’ knowledge
and motivation interact with the
elementary school’s context to
(O) Describe your involvement
in the school’s culture where
you may have embraced
diversity?
Ordinal Percentage,
Frequency,
Mode,
Table
133
teachers’ ability to promote a
culture of inquiry?
Not involved
Somewhat involved
Involved
More involved
Very Involved
Median,
Range
How do teachers’ knowledge
and motivation interact with the
elementary school’s context to
teachers’ ability to promote a
culture of inquiry?
(O) Have you been formally
trained in professional
development to create lesson
plans that incorporate
culturally and linguistically
responsive pedagogy to
teach African American
students?
Very Prepared
Somewhat Prepared
Prepared
Very-little Prepared
Not Prepared
Ordinal Percentage,
Frequency,
Mode,
Median,
Range
Table
Demographics – Description

(K) What is your gender? Interval Mean.
Standard
Deviation,
Range
Table
Demographics – Description
(K)

What is your race
(optional)?
Interval Mean.
Standard
Deviation,
Range
Table
K=Knowledge, M= Motivation, O=Organization

134
APPENDIX C
Interview Protocol
1. How many years have you been teaching at AES Elementary school?
2. How many years have you been a teacher?
3. Describe how your school supports teachers through professional development specifically
working effectively with diverse populations?
4. What cultural diversity or cultural proficiency trainings have you taken, if any?
5. Describe your involvement in the school’s culture where you may have embraced diversity
practices?
6. Please share your experiences you have had working with individuals from cultural backgrounds
different from yours?
7. Describe what equity means to you? Tell me more about that.
8. Describe an example of ways that demonstrate differentiated instruction in your class?
9. Describe how you include culturally relevant or responsive pedagogy in your class, if at all?
10. Please share what knowledge that you have about the CAASPP scores of African American
students?
11. How would you go about building rapport or relationships with African American students (if
they are from a background different from yours)?
12. How many times have you offered extra assistance to students in your class? Why did you
provide this opportunity?
13. What do you do when students in your class do not perform well on assessments?
14. Is there anything else you would like to add?

135
APPENDIX D
Observation Protocol

I will observe certain events, behaviors, and teachers based on the research questions:

1. What is the stakeholders’ knowledge and motivation related to culturally relevant
pedagogy to best support African American students?

2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation that, by 2021, 100% of first and second grade teachers will
implement culturally relevant pedagogy to best support African American students?

Demographic Information:
Time:______________Date: _____________________
Setting:________________________________

Portrait of the participant

Reconstruction of dialogue of what the teacher says and what the
students say in script format to determine if the teacher is
culturally proficient

Description of the physical
setting

Accounts of particular events concerning Culturally Relevant
Pedagogy

136
APPENDIX E
Recruitment Letter to Principal

March 6, 2019

Dear Principal,

My name is Gina Barnett. I am a graduate student enrolled in the University of Southern
California’s doctoral program. I am writing to request your permission to do research using your
school site. I am seeking your support in helping with teacher selection and recruitment by
allowing me to place an informational flyer and recruitment letter into the mailboxes of your
teachers.

At this time, I am interested in doing an evaluation study specifically working with elementary
teacher stakeholders about their experience teaching African American students in the classroom.
Teachers have the certifications to provide elementary school students with educational
experiences to prepare them for secondary school and college. Teachers have the content
knowledge to deliver instruction to equip students for proficiency on the standardized exams.

This study will collect and analyze data from surveys, open-ended interviews, classroom
observations, and document analysis and will be conducted during work hours and after work
hours. I will collect information from approximately eight to ten teacher participants at one
elementary school site to be able to answer my research questions. The participants will be
contacted initially for recruitment and to take a 10 minute survey, and subsequently to set up one
interview appointment for approximately 60 minutes conducted after work hours and one
observation appointment for approximately 45 minutes during work hours. I am interested in
understanding what supports are in place for African American students who are currently in
your classrooms in the area of cultural proficiency. I look forward to your response. Should you
have any questions, please do not hesitate to call or email me at 310-908-0229 (cell) or
gbarnett@usc.edu.

In collaboration,

Gina Barnett
Researcher
USC, Doctor of Education Program
Organizational Change and Leadership

137
APPENDIX F
Recruitment Letter/Information Sheet for Teachers

March 6, 2019

Dear Teachers,

My name is Gina Barnett. I am a graduate student enrolled in the University of Southern
California’s doctoral program. I am writing to teachers seeking your participation in a study for
my capstone project.

I am interested in doing an evaluation study about teachers’ experiences teaching African
American students in elementary classrooms. Given that you are a teacher who has the
certification to provide students with experiences to prepare them for secondary school and
college, your perspective is very valuable to my study.

This study will collect and analyze data from surveys, open-ended interviews after work hours.
Also, classroom observations and document analysis and will be conducted during work hours. I
will collect information from approximately eight to ten teacher participants at one elementary
school site to be able to answer my research questions related to your knowledge and motivation
to teach using a cultural proficiency framework. I am also interested in understanding what
supports are in place for African American students who are currently in your classroom and
how your organization shapes the provision on these supports.

If you agree to participate, I will initially send you a link to take a 10 minute survey, and
subsequently contact you to set up one interview appointment for approximately 60 minutes and
one observation appointment for approximately 45 minutes. The interview and observation will
be scheduled at a time that is most convenient for you. What you share with me will be
completely confidential and will not be shared with colleagues or your supervisor. Your
participation is completely voluntary and you can request not to answer any questions I might
ask during the interview, or to withdraw from the study at any time without any penalty.
I would very much appreciate to hear your perspectives, and I look forward to your response.
Should you have any questions, please do not hesitate to call or email me at 310-908-0229 (cell)
or gbarnett@usc.edu.

In collaboration,

Gina Barnett
Researcher
USC, Doctor of Education Program
Organizational Change and Leadership
138
APPENDIX G
Consent Form
University of Southern California
(Rossier School of Education, 3470 Trousdale Pkwy, Los Angeles, CA 90089)

INFORMED CONSENT FOR NON-MEDICAL RESEARCH

CULTURAL PROFICIENCY TO PROVIDE EQUITY FOR AFRICAN AMERICAN
STUDENTS AND OTHER STUDENTS OF COLOR

You are invited to participate in a research study conducted by Gina Barnett, MA of Education
Curriculum and MA of Educational Leadership principal investigator, and supervised by
Kathy Stowe, faculty advisor at the University of Southern California, because you are a teacher
with African American students in your classroom. Your participation is voluntary. You should
read the information below, and ask questions about anything you do not understand, before
deciding whether to participate. Please take as much time as you need to read the consent form.
You may also decide to discuss participation with your family or friends. If you decide to
participate, you will be asked to sign this form. You will be given a copy of this form.

PURPOSE OF THE STUDY
The purpose of this nixed methods study is to investigate individual experiences of teachers
educating urban elementary students of diverse backgrounds by examining their values, beliefs
and actions in relation to providing equity using cultural proficiency and culturally relevant and
responsive pedagogy to support African American students in the classroom. The information
garnered will be teachers’ attitudes about their students, as well as their perceptions about how
their words and actions influence the students they teach. Additionally, this study will explore
organizational elements that either support or impede teachers’ ability to teach in culturally
proficient ways. The data collection methods to be used will be surveys, interviews, and
observations, and document analysis in an effort to explore your experiences concerning racial
and cultural issues and removing barriers in the classroom.

STUDY PROCEDURES
If you volunteer to participate in this study, you will be asked to participate in a 10 minutes
survey, one 60-minute interview, and one 45-minute observation. The survey and interview will
take place during non-work hours within a one week period. Interviews will be audio recorded,
with your permission. Observations will take place during work hours within a one week period.
Participants can still participate in this research study if they do not wish to be audio recorded.

POTENTIAL RISKS AND DISCOMFORTS
There are minimal anticipated risks involved in participating in this study. Participants understand
that participation is voluntary.

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
139
Research can become a powerful tool for change. The district influences many students’ lives on
a daily basis and diverse students’ in urban schools need to have barriers removed from the
institution and classroom in which they patronize so they have the tools to succeed and participate
in society with an equitable education. Cultural proficiency and culturally and linguistically
relevant pedagogy provide equity for African American students. The tools and strategies are
necessary in order to support these diverse students in the classroom and giving them an
opportunity to perform more effectively has an anticipated benefit to society in that these students
are more likely to graduate from a college or university having accessed culturally and
linguistically relevant pedagogy that prepared them for higher education. Furthermore, the benefit
to participants consists of having an opportunity to share your experiences and further the research
in this area. The findings will be used to improve the delivery of instruction and delivery of services
to diverse students that promote learning and can help the African American student group receive
equity in elementary school classrooms. Note that as this is a research study, the benefits are
contingent upon the results and upon your participation.

PAYMENT/COMPENSATION FOR PARTICIPATION
The participant will not be receiving payment/compensation for the participation in the study.

CONFIDENTIALITY
I will keep your records for this study confidential as far as permitted by law. However, if we are
required to do so by law, we will disclose confidential information about you. The University of
Southern California’s Human Subjects Protection Program (HSPP) may access the data. The HSPP
reviews and monitors research studies to protect the rights and welfare of research subjects.
The data will be stored in California and saved on a password-protected laptop computer. Audio-
recordings will be maintained indefinitely, and confidentiality will be maintained by ensuring that
this information is kept on a password-protected computer. Personal information, research data,
and related records will be coded, stored, etc., on a password- protected computer to prevent access
by unauthorized personnel. Personnel who have access are the principal investigator.

PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your refusal to participate will involve no penalty or loss of
benefits to which you are otherwise entitled. You may withdraw your consent at any time and
discontinue participation without penalty. You are not waiving any legal claims, rights or remedies
because of your participation in this research study.

ALTERNATIVES TO PARTICIPATION
If you joined the subject pool, your alternative may be to participate in another study. Please
contact the Researcher, Gina Barnett at 310-908-0229 for further information.

INVESTIGATOR’S CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact Gina Barnett:
Principal Investigator at 310-908-0229, gbarnett@usc.edu.

RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
140
independent of the research team, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu

SIGNATURE OF RESEARCH PARTICIPANT

I have read the information provided above. I have been given a chance to ask questions. My
questions have been answered to my satisfaction, and I agree to participate in this study. I have
been given a copy of this form.

AUDIO

□ I agree to be audio recorded

□ I do not want to be audio-recorded

Name of Participant

Signature of Participant Date

SIGNATURE OF INVESTIGATOR

I have explained the research to the participant and answered all of his/her questions. I believe that
he/she understands the information described in this document and freely consents to participate.

Name of Person Obtaining Consent

Signature of Person Obtaining Consent

141
APPENDIX H
Flyer/Informational Tool

142
APPENDIX I
Pre & Post Survey Items (Kirkpatrick Levels 1 & 2)
1. The training held my interest. (L1)
Strongly Disagree, Disagree, Agree, Strongly Agree

2. This training was relevant to the work I do. (L1)
Strongly Disagree, Disagree, Agree, Strongly Agree

3. I am satisfied with my training experience today. (L1)
Strongly Disagree, Disagree, Agree, Strongly Agree

4. Distinguish from below information related to African American student data:
Match the definitions below. (L2)
1.) CAASPP Data was helpful to review
2. ) Progress Report grades of students were relevant to review

5. Understanding how to teach culturally responsive pedagogy is valuable to my work. (L2)
Strongly Disagree, Disagree, Agree, Strongly Agree

6. I feel confident to utilize cultural proficiency practices in the classroom to support African
American students. (L2)
Strongly Disagree, Disagree, Agree, Strongly Agree

143
7. I am committed to applying my knowledge of cultural proficiency in my classroom? (L2)
Strongly Disagree, Disagree, Agree, Strongly Agree

8. How do you plan to apply what you have learned today to your job? (L2)

9. I have successfully applied what I learned in training to my work. (L3)
Strongly Disagree, Disagree, Agree, Strongly Agree

10. If you selected Strongly Disagree or Disagree for item 7, please indicate the reasons
(check all the apply): (L3)
a. What I learned is not relevant to my work.
b. I do not have the necessary knowledge and skills.
c. I do not feel confident applying what I learned to my work.
d. I do not have the resources I need to apply what I learned to my work.
e. I do not believe applying what I learned will make a difference.
f. No one is tracking what I am or am not doing anyway.
g. Other (please explain):

11. I feel encouraged to apply what I learned in the workshop. (L3)
Strongly Disagree, Disagree, Agree, Strongly Agree

12. I have time with administrator and colleagues to collaborate about what I learned. (L3)
Strongly Disagree, Disagree, Agree, Strongly Agree
144
13. I am incentivized to apply what I learned. (L3)
Strongly Disagree, Disagree, Agree, Strongly Agree

14. I have been or will be rewarded for successfully applying what I learned. (L3)
Strongly Disagree, Disagree, Agree, Strongly Agree

15. I am held accountable demonstrating progress in the application and of what I learned. (L3)
Strongly Disagree, Disagree, Agree, Strongly Agree

16. I am already seeing positive results from applying what I learned. (L4)
Strongly Disagree, Disagree, Agree, Strongly Agree

17. I see a positive impact in the following areas from applying what I learned (check all
that apply): (L4)
a. Decreased voluntary employee turnover
b. Increased engagement and satisfaction
c. Decrease in my own anxiety
e. Increased ability to focus on CP and CLR strategies
f. Decreased parent complaints or disenrollment
g. Increased teacher and student satisfaction

18. Please share any suggestions you have for improving this training

Abstract (if available)

Abstract Research has established that optimal learning for African American students and other students of color in classrooms that consider and reflect their cultural preferences and values are beneficial for the students. However, the achievement gap has been a persistent problem for most educators who teach culturally diverse learners. The research methodology utilized in this study was a mixed-methods approach of quantitative and qualitative data. This dissertation evaluated the knowledge, motivation, and organizational influences associated with first and second grade teachers’ belief systems and how they influence their capacity to provide equitable instructional opportunities to African American students at one Southern California elementary school. Organizationally, the principal’s ability to communicate and influence teacher behavior is critical. Teachers who possess culturally proficient qualities are more apt to engage in effective equitable strategies and seek coaching support. Most importantly, this study found first and second grade teachers who completed Academic English Mainstream Program (AEMP) training and learned about culturally relevant pedagogy and the cultural proficiency framework were more likely to possess an awareness to be asset-minded and not deficit-minded when addressing the needs of historically disadvantaged children. Teachers also demonstrated significant growth in culturally relevant pedagogy practices about the “why” and “how” of supporting African American students.

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Asset Metadata

Creator Barnett, Gina (author)

Core Title Cultural proficiency to provide equity for African American and other students of color: an evaluation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 01/31/2021

Defense Date 12/08/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag cultural proficiency,culturally relevant pedagogy,culturally responsive pedogogy,equity,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Phillips, Jennifer (committee chair)

Creator Email barnett100@earthlink.net,gbarnett@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-417838

Unique identifier UC11672459

Identifier etd-BarnettGin-9255.pdf (filename),usctheses-c89-417838 (legacy record id)

Legacy Identifier etd-BarnettGin-9255.pdf

Dmrecord 417838

Document Type Dissertation

Format application/pdf (imt)

Rights Barnett, Gina

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA