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Teacher diversity training: a qualitative study to examine novice teacher influences

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Teacher diversity training: a qualitative study to examine novice teacher influences

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TEACHER DIVERSITY TRAINING: A QUALITATIVE STUDY TO EXAMINE NOVICE
TEACHER INFLUENCES

by

Melissa A. Cunningham

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

August 2020

Copyright 2020 Melissa A. Cunningham

ii
Dedication
To Michael Holland, this dissertation grew right alongside you. From a seedling of an idea, to
something much bigger. Continue to share your energy, love, and enthusiasm!

iii
Acknowledgements
It takes a village, and I am forever grateful to my village. To my dissertation committee,
thank you for your guidance, encouragement, and feedback. Dr. Ekaterina Moore, as my advisor
and chair, I appreciate your unwavering support and belief in me. You pushed me to synthesize
the key pillars of responsive teacher practices which bolstered my knowledge of DEI related
content. Dr. Monique Datta, I could not have asked for a better introduction to the OCL program.
Your high bar for concise writing helped me hone my skills and refine my understanding of the
problem of practice. To Dr. Mark Pearson, you model diversity, equity, and inclusivity principles
in your teaching practice. I appreciate your authenticity and desire to hear the perspectives of all
your students. Dr. Alison Keller Muraszewski, I continually think of the lessons from our
(many!) courses together in my academic, personal, and professional life. You stoked my passion
for learning and development with a foundation of research-based theories. And to Dr. Brady,
my co-chair, thank you for your attention to language and for holding me accountable to APA.
This paper is stronger and more accurate with your feedback. Thank you all for providing the
knowledge, motivation, and organizational support to make this dissertation possible!
I started my journey over 5,000 miles from Los Angeles in Amsterdam, The Netherlands.
Yet, I always felt connected to the worldwide Trojan Community. To my fellow cohort nine
members, thank you all for brilliance, friendship, and inspiration throughout our scholarly
endeavors. A special thanks to the ladies of our reading group for your generosity and insights.
To the members of the 60-unit track, I appreciate the special bond formed with an extra year of
sleepless nights. I can’t wait to see what’s in store for all of C-9. Fight On!
To the leaders of the summer training, thank you for making this study possible. I
appreciate your partnership, and I sincerely hope the findings are helpful for future

iv
programming. To all those who volunteered to share their perspectives and lesson plans, this
study wouldn’t be possible without you. Thank you, thank you!
Lastly, a big thanks to my family and friends supporting me every step of the way. To my
husband, Bill, I cannot thank you enough for all the love and encouragement you provided. This
was only possible because of you. To my son, Mikey, thank you for being a constant source of
joy and happiness. It’s been truly amazing watching you develop in step with this project. To my
parents, Leslie and Mike, thank you for countless hours of watching Mikey, from the early days
to today. When it comes to families, I simply hit the jackpot. To Aggie Sverrisdottir, thank you
for providing such incredible care that I felt confident to fully focus on this dissertation for hours
at a time. And to all my friends who cheered me on during middle of the night classes, thanks for
adding a dose of fun to the process. I am deeply grateful to everyone who contributed to this
dissertation!

v
Table of Contents

Dedication ....................................................................................................................................... ii
Acknowledgements ....................................................................................................................... iii
Table of Contents ............................................................................................................................ v
List of Tables ............................................................................................................................... viii
List of Figures ................................................................................................................................. ix
Abstract ............................................................................................................................................ x
CHAPTER ONE: INTRODUCTION ............................................................................................. 1
Introduction to the Problem of Practice ....................................................................................... 1
Organizational Context and Mission ........................................................................................... 2
Organizational Performance Goal ............................................................................................... 5
Related Literature ........................................................................................................................ 6
Importance of Addressing the Problem ....................................................................................... 7
Relevance to 2020 ................................................................................................................... 8
Description of Stakeholder Groups ........................................................................................... 14
Stakeholder Group of Focus ...................................................................................................... 15
Stakeholder Performance Goals ................................................................................................ 15
Purpose of the Project and Questions ........................................................................................ 16
Methodological Framework ...................................................................................................... 17
Definitions ................................................................................................................................. 17
Organization of the Project ........................................................................................................ 18

CHAPTER TWO: REVIEW OF THE LITERATURE ................................................................. 20
Background on Teacher Diversity Training .............................................................................. 20
Context on Teacher Diversity Training ................................................................................. 20
Approaches and Structures to Teacher Diversity Training ................................................... 22
Elements of Effective Teacher Diversity Training .................................................................... 25
Ground in Justice ................................................................................................................... 26
Teacher Identity Reflection ................................................................................................... 30
Responsive Teacher Practices ............................................................................................... 32
Teacher Challenges with Diversity Training ............................................................................. 39
Abstract Content .................................................................................................................... 39
Perceptions and Attitudes ...................................................................................................... 40
Lack of Time and Support ..................................................................................................... 43
The Clark and Estes (2008) Gap Analysis Conceptual Model .................................................. 44
Stakeholder Knowledge, Motivation and Organizational Influences ........................................ 45
Knowledge and Skills ............................................................................................................ 45
Motivation ............................................................................................................................. 58
Organization .......................................................................................................................... 65

vi
Conceptual Framework: The Interaction of Knowledge, Motivation, and Organization .......... 69
Chapter Summary ...................................................................................................................... 75

CHAPTER THREE: METHODS .................................................................................................. 76
Participating Stakeholders ......................................................................................................... 76
Interview Sampling Criteria and Rationale ........................................................................... 77
Interview Recruitment Strategy and Rationale ...................................................................... 78
Document Analysis Sampling Criteria and Rationale ........................................................... 80
Document Analysis Recruitment Strategy and Rationale ..................................................... 81
Data Collection and Instrumentation ......................................................................................... 81
Interviews .............................................................................................................................. 82
Document Review ................................................................................................................. 83
Data Analysis ............................................................................................................................. 84
Credibility and Trustworthiness ................................................................................................ 87
Ethics ......................................................................................................................................... 89
Limitations and Delimitations ................................................................................................... 91
Chapter Summary ...................................................................................................................... 93

CHAPTER FOUR: RESULTS AND FINDINGS ........................................................................ 94
Participating Stakeholders ......................................................................................................... 94
Results and Findings for Knowledge Causes ............................................................................ 98
Procedural Knowledge: How to Lesson Plan Responsive Teacher Practices ....................... 99
Procedural Knowledge: How to Meaningfully Reflect on Identity ..................................... 115
Results and Findings for Motivation Causes ........................................................................... 123
Utility Value: Ground in Justice .......................................................................................... 124
Attainment Value: Identity Reflection ................................................................................ 127
Self-Efficacy: Effectively Demonstrate Responsive Teacher Practices .............................. 131
Results and Findings for Organizational Influences ............................................................... 136
Cultural Model: Vulnerable with SEEO Staff and Peers .................................................... 137
Cultural Setting: Sufficient Time ........................................................................................ 143
Synthesized Summary and Gap Identification ........................................................................ 149
Chapter Summary .................................................................................................................... 152

CHAPTER FIVE: RECOMMENDATIONS .............................................................................. 153
Recommendations for Practice to Address KMO Influences .................................................. 153
Knowledge Recommendations ............................................................................................ 153
Motivation Recommendations ............................................................................................. 158
Organization Recommendations ......................................................................................... 161
Integrated Implementation and Evaluation Plan ..................................................................... 166
Implementation and Evaluation Framework ....................................................................... 166
Organizational Purpose, Need, and Expectations ................................................................ 167
Level 4: Results and Leading Indicators ............................................................................. 168
Level 3: Behavior ................................................................................................................ 170
Level 2: Learning ................................................................................................................ 173
Level 1: Reaction ................................................................................................................. 177
Evaluation Tools .................................................................................................................. 178

vii
Data Analysis and Reporting ............................................................................................... 179
Summary of Recommendation ............................................................................................ 180
Strengths and Weaknesses of the Approach ............................................................................ 180
Limitations and Delimitations ............................................................................................. 182
Future Research ....................................................................................................................... 183
Conclusion ............................................................................................................................... 185

References ................................................................................................................................... 188

APPENDICIES ............................................................................................................................ 201
Appendix A ............................................................................................................................. 201
Appendix B .............................................................................................................................. 202
Appendix C .............................................................................................................................. 207
Appendix D ............................................................................................................................. 209
Appendix E .............................................................................................................................. 210
Appendix F .............................................................................................................................. 211
Appendix G ............................................................................................................................. 215

viii
List of Tables
Table 1 Organizational Mission, Global Goal, and Stakeholder Performance Goal ..................... 16
Table 2 Assumed Knowledge Influences and Knowledge Type .................................................. 58
Table 3 Assumed Motivational Influences and Motivation Type ................................................ 65
Table 4 Assumed Organizational Influences and Organization Influence Type .......................... 69
Table 5 Demographics of SEEO 2019 Novice Teacher Cohort and Participants by Criteria ...... 80
Table 6 Review of Demographics of Participants by Criteria ...................................................... 96
Table 7 Participant Pseudonyms, Gender Identity, and Summer Placement ............................... 97
Table 8 Summary of Knowledge Influence Categorizations and Response Typicality ................ 98
Table 9 Instances of Evidence by Pillar of Responsive Practices .............................................. 114
Table 10 Summary of Motivation Influence Categorizations and Response Typicality ............ 124
Table 11 Summary of Organizational Influence Categorizations and Response Typicality ...... 137
Table 12 Summary of Influences and Gap Validation ............................................................... 150
Table 13 Summary of Knowledge Influences and Recommendations ....................................... 155
Table 14 Summary of Motivation Influences and Recommendations ....................................... 160
Table 15 Summary of Organization Influences and Recommendations .................................... 163
Table 16 Organizational Mission, Global Goal, and Stakeholder Performance Goal ................ 167
Table 17 Outcomes, Metrics, and Methods for External and Internal Outcomes ...................... 169
Table 18 Critical Behaviors, Metrics, Methods, and Timing for Evaluation ............................. 170
Table 19 Required Drivers to Support Critical Behaviors ......................................................... 172
Table 20 Evaluation of the Components of Learning for the Program ...................................... 176
Table 21 Components to Measure Reactions to the Program .................................................... 177

ix
List of Figures
Figure 1 Relationship Between EEO, SEEO, and Regions ............................................................ 3
Figure 2 Conceptual Framework .................................................................................................. 71
Figure 3 Sample Dashboard to Report Progress Towards External Outcomes .......................... 179
Figure 4 Sample Dashboard to Report Progress Towards Internal Outcomes ........................... 180

x
Abstract
The purpose of the study was to examine novice teachers’ knowledge, motivation, and
perception of organizational influences related to diversity, equity, and inclusiveness (DEI) in the
context of their teaching practice following participation in a diversity training in the Southern
United States. The most effective teachers of students from diverse backgrounds embody DEI
principles; however, teacher diversity training often falls short in preparing teachers. This
qualitative study applied the Clark and Estes Gap Analysis Framework to evaluate the assumed
novice teacher knowledge, motivation, and organizational influences to support student academic
growth. Fifteen novice teachers engaged in one-on-one interviews and provided lesson plans for
review. The data indicated that after a five-week novice teacher summer training with biweekly
DEI sessions, novice teachers have a value in DEI principles. However, they lack the procedural
knowledge, self-efficacy, and organizational support to implement them in their teaching
practice. Research-based recommendations are provided to address the specific needs found. An
implementation and evaluation plan based off of the New World Kirkpatrick Model is detailed to
address gaps and increase novice teacher performance.
Keywords: diversity, equity, inclusiveness, DEI, novice teachers, teacher training,
responsive practices, identity reflection

1
CHAPTER ONE: INTRODUCTION
Introduction to the Problem of Practice
Teacher preservice and in-service diversity training in the United States is frequently
ineffective. Diversity training for teachers is defined broadly to encompass any learning
experience designed for teachers related to diversity, multicultural education, or other
approaches to culturally responsive or social justice teaching (Reiter & Davis, 2011). The
increasingly diverse student population in the United States indicates the need to effectively
support teachers to be culturally competent. Data from the United States Department of
Education (2016) report a wide racial discrepancy of teachers and students: 82% of public-school
teachers in 2012 identified as White as compared to only 51% of students. The evidence
highlights the need to effectively train teachers in diverse settings; however, studies of diversity
training indicate little growth or complicated findings (Lee, 2011; Reiter & Davis, 2011).
Researchers found that a year of diversity seminars at the university level did not
significantly change teacher candidates’ beliefs (Reiter & Davis, 2011). Another study found that
understanding social justice is complex and individualized for teacher candidates (Lee, 2011).
Despite an increased focus on diversity over the past decade, training often lacks tangibility and
classroom impact (Berta-Avila & William-White, 2010). The effectiveness of diversity training
can influence teacher decisions, which can impact student achievement. Thus, insufficient
diversity training can lead teachers to perpetuate the racial achievement gap. This study seeks to
evaluate the knowledge and dispositions of novice teachers following Southern Education Equity
Organization’s
1
(SEEO) (a pseudonym) summer diversity training.

1
To preserve the anonymity of the organization, the pseudonym Southern Education Equity
Organization (SEEO) is used. Internal citations will list as “Organization’s Internal
Communication” or “Organization’s Website” with the corresponding year.

2
Organizational Context and Mission
Southern Education Equity Organization is a branch of the broader Education Equity
Organization. Education Equity Organization (EEO) trains novice teachers to work in urban and
rural communities across the country in an attempt to close the achievement gap in the United
States. These novice teachers are recent college graduates or professionals from various sectors
who commit to join an education network, teach for at least two-years, and become lifetime
systems-change leaders. Education Equity Organization supports the novice teachers in gaining
the necessary teaching credentials and a fulltime teaching job at a public or charter school within
one of the many regions. Additionally, the organization cultivates novice teachers’ leadership
skills, beginning with two years in the classroom, and continually supports the network of alumni
to be advocates of lifelong change.
Education Equity Organization’s mission is to provide an equitable education to all
students in the United States (Organization’s Website, 2019). The broader EEO set a
commitment to Diversity, Equity, and Inclusiveness (DEI) to align to the organization’s mission
that calls for all teachers to have a deep understanding of themselves, systemic oppression and
how it manifests in the classroom, and a mindset to work toward equity in collation with others
(Organization’s Website, 2019). The organization supports diversity across all aspects of one’s
identity. It acknowledges the need for a diverse network of races, socioeconomic statuses,
genders, sexual orientations, physical abilities, linguistic abilities, and more. EEO intentionally
prioritizes diversity related to race given the historical unequal access to quality education and
the persistent achievement gap along racial lines (NCES, 2018).
EEO proactively trains teachers to achieve significant academic results and become
lifelong advocates for educational equity through a two-pronged approach: (a) first with a

3
summer training program before full-time classroom teaching and (b) next with two years of
follow-up classroom coaching. The national organization supports approximately 3,500 novice
teachers annually in developing the skills and mindsets of teachers for social justice. This study
focuses on the initial five-week summer training.
The broader Education Equity Organization is comprised of semi-autonomous regions
throughout the United States. Some regions cluster with similar regions to form branches for
efficiency of training. This study examines the SEEO branch, a consortium of four regions in the
Southern United States, including the Bayou, Bluegrass, Magnolia, and Palmetto regions. The
SEEO branch comprises about 5.7% of EEO teachers teaching in Southern rural and small urban
communities (Organization’s Internal Communication, 2019). SEEO hosts the four regions for
the five-week summer training, serving as a collaborative tool. Figure 1 depicts the relationship
between EEO, SEEO, and the four regions.
Figure 1
Relationship Between EEO, SEEO, and Regions

4
SEEO is comprised of a diverse annual cohort of 150 to 200 novice teachers impacting
over 10,000 students each year (Organization’s Internal Communication, 2019). Collectively, the
majority of SEEO novice teachers are recent college graduates. However, about one-third have
professional or graduate backgrounds. There is a significant gender identity difference within the
organization: 70% of SEEO teachers identify as female, while only 29% identify as male and 1%
identifies as other or declines to state. The 2019 SEEO cohort was less racially diverse than the
broader EEO’s, with 44% of the novice teachers identifying as person of color compared to the
national average of 51% (Organization’s Internal Communication, 2019).
The SEEO summer training takes place at a Southern University led predominately by
alumni of the organization. The five-week training is partially a collaborative classroom
practicum and partially facilitator-led sessions on the critical components of an internal
pedagogy model. Novice teachers receive weekly coaching support of around a one to 14 ratio
and instructional support of roughly a one to 28 ratio. The instructional coaches engage in a
weekly observation-feedback loop to support the novice teachers’ and increase the effectiveness
of their teaching practices. Instructional leaders facilitate sessions for novice teachers on key
aspects of pedagogy including content, planning, execution, and diversity.
Diversity training is a priority of the SEEO’s summer training at the staff, teacher, and
student levels (Organization’s Internal Communication, 2019). The organization recognizes the
importance of quality diversity teacher training, though it continues to see gaps in its
effectiveness. For example, SEEO teachers of color report lower scores of “feeling welcome”
and “valued by staff” on internal surveys (Organization’s Internal Communication, 2019). To
execute this priority, diversity, equity, and inclusiveness sessions are a specific component
within the summer training. DEI facilitators are specific instructional leaders who lead DEI

5
sessions twice a week. The sessions include opportunities to read, reflect, and discuss topics
related to race, class, and privilege in groups of 20 to 40 novice teachers. Novice teachers also
self-identify into affinity groups by race to further reflect on topics discussed during DEI
sessions.
After the end of the summer training, the teachers disperse to one of the four respective
regions in the fall to teach full-time with a common goal of leading all students to high academic
outcomes. Once the school year begins, novice teachers receive support from their regional
fulltime staff of instructional coaches and instructional leaders with higher cohort ratios and less
frequent intervals of coaching.
Organizational Performance Goal
Southern Education Equity Organization’s goal is that by May of 2021, students in all
novice teacher classrooms will demonstrate one-point-five to two years of reading or math
growth as measured by district assessments. The SEEO leadership set this goal to align with the
organizational performance goals of other regions within the broader EEO. Student academic
growth is measured by district assessments to minimize the amount of testing fatigue for both
novice teachers and students. The 2018 SEEO cohort achieved approximately 68% of the goal
related to student growth during the summer training. As stated in the broader EEO’s
commitment to diversity, the prevailing theory is to best support student academic gains, all
novice teachers must have knowledge and dispositions related to diversity, equity, and
inclusiveness (Organization’s Website, 2019). The majority of students in SEEO classrooms
identify as a person of color and qualify for free and reduced lunch (Organization’s Internal
Communication, 2019). Issues of diversity are inextricably linked to outcomes for students of
color and their ability to achieve the organizational performance goal. This goal is important

6
because many students of color enter novice teacher classrooms academically behind their White
peers, due to no fault of their own, and deserve the opportunity to achieve high levels of
academic growth.
Related Literature
There is growing momentum around the need for culturally and linguistically relevant
pedagogy in light of the rapidly diversifying student population; however, regardless of the
approach, many preservice and in-service diversity trainings fail to prepare teachers adequately
(Lee, 2011). Various studies of diversity training at the university level, during teacher in-
service, and through an online platform report a lack of change in the beliefs or actions of all
participants (Brantmeier et al., 2011; Lee, 2011; Mette et al., 2016; Reiter & Davis, 2011).
Training objectives are frequently too superficial to change teachers’ perceptions, leading to
programmatic ineffectiveness (Gorski, 2009; Reiter & Davis, 2011). Gorski (2009) audited
multicultural teacher education courses and concluded that 71% do not align with the tenants of
“critical multiculturalism” (p. 313). These tenants include: (a) deeply understanding cultural
differences; (b) deeply understanding one’s own cultural biases; and (c) studying strategies for
changing hegemonic practices.
Further, teachers commonly increase knowledge on topics of oppression more readily
than skills to influence instruction (Berta-Avila & William-White, 2010; Mette et al., 2016).
Diversity training often lacks tangibility making it harder for teachers to implement change.
Additionally, the sensitivity associated with aspects of diversity can leave participants feeling
alienated or value the training to a lesser degree (Ford & Quinn, 2010; Ladson-Billings, 1994).
Cumulatively, the diversity training curriculum, instructional design, and execution of content
often do not provide teachers with the knowledge, skills, and dispositions to successfully teach

7
their unique group of students. Diversity training effectiveness is critical as it impacts the actions
of teachers and thereby the outcomes of students.
Importance of Addressing the Problem
The problem of diversity training effectiveness, specifically the knowledge and beliefs
teachers possess following training, is essential to solve for a variety of reasons. Teacher
education often insufficiently supports teachers to implement the abstract nature of teaching for
social justice (Lee, 2011). When teachers do not teach in culturally competent ways, their
instruction is perceived as less effective by students from diverse backgrounds (Byrd, 2016).
Limiting beliefs in some children’s capabilities can negatively impact isolated student groups’
achievement (Ladson-Billings, 1994). Across U.S. public schools, by fourth grade, there is a
minimum average gap in mathematics and literacy of 18 points between White and Black or
Latinx students (NCES, 2018). Misinterpretations about the causes of the gap can reinforce low
expectations and perpetuate low achievement (Rozansky, 2010).
The most successful teachers of students of color rely on responsive teacher practices that
can be addressed during teacher diversity training (Duncan-Andrade, 2007; Ladson-Billings,
1995). Duncan-Andrade (2007) found a critically conscious purpose and high expectations are
linked to effective urban public-school teachers and posits these dispositions can be developed
through focused support. Prior to training, White, Black, and Latinx teacher candidates
frequently have a narrower view of multiculturalism; however, effective diversity training can
lead to changes in orientations, expectations, and actions (Bodur, 2012). The researcher’s study
found one semester and three semesters of multicultural teacher education can support teacher
candidates to develop strategies for educating students from diverse backgrounds, with higher
amounts of training leading to higher levels of teacher candidate learning. Many teachers from

8
SEEO are novice educators and may not be competent with the comprehensive mindsets and
skills of a critical multicultural educator. Teacher education must dismantle the teachers’
previous conceptions of the practice and support them to educate students of color (Ladson-
Billings, 1994). Prioritizing effective diversity training is a pathway to eliminating the
achievement gap, the mission of EEO.
Relevance to 2020
In the spring of 2020, key events highlighted underlying racism in the United States and
underscored the importance of effective diversity training.
2
On March 11, 2020, the World
Health Organization (2020) declared Covid-19 to be a global pandemic. By June 22, 2020, the
United States reported over two million confirmed cases and approximately 119,000 deaths due
to the novel coronavirus (World Health Organization, 2020). The impacts of the virus were
widespread, and disproportionally hit communities of color (Villarosa, 2020). By May of 2020,
the confirmed case and death rates due to Covid-19 for Black individuals were disproportionate
to the U.S. population (Gray, 2020). Black people accounted for 30% of all infections, yet
comprised only 13% of the population. In some communities, cities, and states, the
disproportionality was even more pronounced (Villarosa, 2020). For example, in Milwaukee,
Black people make up 39% of the city’s population though account for 71% of the city’s deaths
related to Covid-19 (Villarosa, 2020). In California, those who identify as Native Hawaiian and
Pacific Islander experienced a diagnosis rate three times higher than the general population. The
causes of the uneven outcomes due to the health pandemic tie to the structural racism in the
United States.

2
Data for this study was collected in the summer of 2019. The manuscript was finalized in the
spring of 2020. Evidence for this section includes the most recent data found by June of 2020.

9
The generational lack of access to quality healthcare, housing, education, affordable food,
and fresh air impact the underlying health conditions common with severe Covid-19 cases
(Villarosa, 2020). For example, the virus magnifies the systemic harm of pollution. Covid-19
attacks the lungs, and Black communities tend to be exposed to more pollution. Black Americans
also have higher incidences of the underlying conditions, such as heart disease and hypertension.
They often experience more instances of racism and microaggressions, which is physically
harmful and can increase chances of underlying conditions (Villarosa, 2020). A key strategy to
prevent the spread of the virus is routine handwashing (Akee, 2020). Communities of color,
however, historically have received subpar infrastructure and experience a lack of access to
plumbing at higher rates, including American Indian tribal reservations at a proportional rate of
three times less that of the U.S. population (Akee, 2020). Further, people of color receive lower-
quality healthcare than White people (Villarosa, 2020). In the fast-paced hospital environment,
health professionals must make rapid decisions, a situation in which implicit bias can seep in. To
underscore, the high death rates of Covid-19 among communities of color are not linked to
individual choices; rather, they are rooted in many manifestations of structural racism (Gray,
2020; Villarosa, 2020).
The pandemic is also impacting the economy, affecting communities of color
disproportionally. In the United States, wealth is unequally distributed by race due to
compounding historical decisions. The average White family has 10 times more wealth than the
average Black Family and seven times more wealth than the average Latinx family (Solomon &
Hamilton, 2020). Savings can provide security, especially during a time of recession. People of
color are overrepresented in industries financially impacted by the shelter in place mandates and
professions that do not offer healthcare benefits (Solomon & Hamilton, 2020). Additionally, they

10
are disproportionally affected by the types of jobs deemed essential during the pandemic
requiring them to potentially forgo social distancing (Gray, 2020; Solomon & Hamilton, 2020).
Thirty percent of White employees can work from home compared to only 16% of Latinx
employees and 20% of Black employees (Solomon & Hamilton, 2020). Undocumented
immigrants face dilemmas of getting deported if they get tested or treated for Covid-19 (Kendi,
2020). Black and Latinx people are also overrepresented in prisons known to have outbreaks of
the virus. Further, anti-Asian sentiments are on the rise in the United States because of the virus’
origins (Escobar, 2020). The xenophobia impacts attendance at Chinese restaurants and increases
incidents of racism towards Asian Americans.
To prevent the spread of Covid-19, in-person schools closed in most states, which further
illuminated inequities (LaFave, 2020; Strauss, 2020). The school closings led to widespread
homeschooling and required access to technological resources. Wealthier communities already
had many of the necessary devices, Internet access, and tended to have twice as many books as
low-income and Black families (Strauss, 2020). Guardians were also required to play an
increased role in education, and those who experienced educational privilege themselves were
more likely to navigate the homeschool structure better. Schools also serve as a source of meals
for many students, creating pressing food concerns for many families (LaFave, 2020). The
consequences of Covid-19 impacted communities of color significantly, illuminating structural
issues in healthcare, the economy, and education. Effective diversity training can help
individuals and institutions interrogate racist practices to affect meaningful change.
Between February 23, 2020 and May 26, 2020, the unjust killings of Ahmaud Arbery,
Breonna Taylor, and George Floyd, three unarmed Black individuals who died at the hands of
the police or former officers, further underscored racism in the United States. A wave of social

11
unrest called out the structural racism of the police. The research collaborative, Mapping Police
Violence (2020), analyzed data from the three largest databases on police killings in the United
States. In 2019, the collaborative found police killed 1,098 individuals. When disaggregated,
Black individuals were three times more likely than White individuals to be killed by a police
officer, despite the higher likelihood of being unarmed. Eight of the 100 largest city police
departments are responsible for a higher death rate of Black men than the U.S. murder rate
(Mapping Police Violence, 2020). The collaborative also found that between 2013 and 2019,
only 1% of killings by police were charged with crime. Mesic et al. (2018) explored the extent to
which a state’s racism impacted the disparity of Black-White police shootings in the United
States. The researchers found that the higher the rate of disparity for the factors of housing,
incarceration, education, economic indicators, and employment, the higher the Black-White
disparity ratio of police shootings. Structural and personal biases impact the outcomes of the
police in the United States, and effective diversity training is a strategy to creating change.
The presence of police also impacts the educational experiences of students of color. The
‘School to Prison Pipeline’ refers to the heavy influence of police in public schools, whereby
students are introduced early to the penal justice system (Pigott et al., 2018). The zero-tolerance
policy calls for strict guidelines for school suspensions and expulsions, which disproportionately
impacts students of color. The researchers found 35% of Black middle and high school students
were suspended compared to 15% of White students. Suspension incidents are a predictor of
school dropouts (Pigott et al., 2018). The pipeline penalizes small offenses, such as absenteeism,
and puts students of color under highly disciplined practices. Further, the ACLU (2020) reported
that millions of students in the United States are in schools with police but no mental health
services. For example, 1.7 million students have police presence but no counselor at their school,

12
and 10 million students have police presence but no social workers at their school (ACLU,
2020). There is no evidence that police presence benefits school safety, and schools with police
presence were over three times likely to arrest students than those without.
The heavily publicized killings of Black lives and reckoning of structural racism led to
protests, awareness, and momentum for change. In the two weeks following George Floyd’s
death, the New York Times reported support for the Black Lives Matter movement increased by
the same amount as it had over the past two years (Cohn & Quealy, 2020). The report indicated
76% of people in the United States consider racism problematic, a 26% increase from 2015.
Many celebrities and influencers are using their social media platforms to elevate Black voices,
and many corporations are issuing anti-racist statements. Thousands of people have taken to
protesting or placing portraits of George Floyd globally to call for reform, including in the
United States, Canada, the United Kingdom, Germany, other parts of Europe, Brazil, Syria,
Mexico, New Zealand, Australia, and more (Rahim & Picheta, 2020). There is a rise in interest
of anti-racist reading, as individuals consider what they can do to contribute to dismantling
problematic structures and mindsets. In June of 2020, eight of the top 10 best-selling books on
Amazon related to race (Aviles, 2020). In the month after George Floyd lost his life to a police
officer, several race-related changes already emerged (Andrew & Asmelash, 2020). Many police
departments saw reform, charges for killings, reduced funding, higher accountability, or reduced
contracts with schools. Additionally, many confederate and colonial status worldwide were
removed, Juneteenth became a paid holiday for some companies, some organizations saw
leadership changes, NASCAR banned the confederate flag, and athletes called for reform
(Andrew & Asmelash, 2020). Many activists are looking for ways to sustain the momentum to
fully confront the roots of racism in the United States.

13
Racism also exists within the context of the U.S. education system. The education debt,
often discussed in racial test score discrepancies, reveals differences in academic opportunities of
students of color compared to White students (Ladson-Billings, 2006). A series of historical,
economic, and political choices led to this education debt, not the capabilities of individual
students. Additionally, as discussed above, discipline rates impact students of color more
significantly. Although Brown v Board of Education legally prohibited segregated schools, many
public schools still look segregated. Black students are three times more likely than White
students to live in poverty and attend low-income schools (NCES, 2018). Within the schools,
monitoring leads some students to pursue more rigorous courses. The South Orange-Maplewood
School District in New Jersey magnified the inequity of monitoring as White students were
disproportionally represented in the rigorous courses by over 20% (ACLU, 2014). Students of
color face different outcomes on test scores, discipline rates, and enrollment rates due to
systemic causes, perpetuating inequity.
Covert racism also perpetuates the White Supremacy culture within U.S. public schools.
Kohli et al. (2017) reviewed almost 200 articles on racial inequity in education. Racism
manifested in subtle ways, with no less harm to students of color. Three types of covert racism
emerged that offer a window into what diversity training needs to address. Evaded racism
suggests outcomes do not exist in a context of historical oppression and blames the differing
outcomes on students and families of color. Anti-racist racism occurs when policies aim for
equity, though continue to maintain racism. For example, these policies include No Child Left
Behind, Race to the Top, or a colorblind approach. Everyday racism includes interpersonal
racism and microaggressions. It is important to address teachers’ ability to recognize and respond
to these types of covert racism to promote educational equity.

14
With the calls for social change, educators and students are also calling for reform.
Several leaders in California education made public statements denouncing racism and
demanding action. These included California’s Governor, Gavin Newsom, Superintendents, and
University Chancellors (Jones, 2020). Students are using Facebook to create petitions, sending
letters to reexamine curriculum, and providing reading lists to their schools (Gewertz, 2020).
Teachers are not immune to perpetuating racism and must continually interrogate oppressive
practices. Teacher diversity training is a pathway to supporting knowledge of the history of
racism and the multitude of ways it manifests, understanding the impact of racial identity, and
teaching students to continue to make change.
Description of Stakeholder Groups
Three stakeholder groups play a prominent role related to the organizational goal of
student academic growth. Novice teachers work directly with students in classrooms. These
teachers engage in a rigorous training during their first summer with SEEO, where they
immediately begin teaching students. As teachers, they have the most direct communication and
impact with the students. Instructional leaders, including DEI facilitators, comprise a second
relevant stakeholder group. These instructional leaders are responsible for supporting novice
teachers’ development in planning and execution. During the novice teacher summer training,
they facilitate weekly sessions with the teachers to support performance. The instructional
leaders are frequently alumni of EEO who successfully achieved SEEO’s organizational goal of
student growth. They train throughout the spring in preparation for leading the summer training.
A third stakeholder group that influences the organizational goal is the student population in the
classrooms partnering with SEEO teachers. These students attend public and charter schools in

15
low-income communities. They are the stakeholder group measured in the organizational global
goal and mission.
Stakeholder Group of Focus
All of the aforementioned stakeholder groups (instructional coaches, novice teachers, and
students) are relevant to the success of the goal of one-point-five to two years of reading or math
growth as measured by district assessments for students in all novice teacher classrooms.
However, for this study, it is important to focus on the knowledge and perceptions of novice
teachers. As classroom teachers, they interact with students daily and have the responsibility of
supporting student learning. The teachers must prepare and execute lessons, monitor ongoing
progress, and build relationships with students. Consequently, novice teachers are the group of
interest given their influence on the organizational performance goal.
Stakeholder Performance Goals
The stakeholder goal states that all novice teachers will implement Diversity, Equity, and
Inclusiveness principles into their teaching practice by August 2020. These principles include a
list of mindset, skills, and knowledge objectives derived from the broader EEO’s commitment to
DEI. The SEEO leadership team partnered with the consortium regions to develop principles
necessary to lead to the organization’s global goal. Instructional coaches use the list of DEI
principles to monitor progress during novice teacher meetings and classroom observations.
Instructional leaders, primarily the DEI facilitators, use the DEI principles to guide sessions with
novice teachers. Failure to achieve this stakeholder goal by August 2020 will mean that all
teachers are not equipped with a proficient set of mindsets, skills, and knowledge related to DEI
before entering the classroom full time. Novice teachers’ performance of the stakeholder goal
can impact the extent to which students achieve rigorous academic development and inhibit

16
SEEO’s global goal. Table 1 summarizes SEEO’s organizational mission, organizational
performance goal, and the stakeholder performance goal.
Table 1
Organizational Mission, Global Goal, and Stakeholder Performance Goal
Level Goal
Organizational Mission Provide an equitable education to all students in low-income
communities.

Organizational Performance
Goal
By May 2021, students in all novice teacher classrooms will
demonstrate 1.5-2 years of reading or math growth as
measured by district assessments.

Novice Teachers Goal By August 2020, all novice teachers will implement
Diversity, Equity, and Inclusiveness principles into their
teaching practice.

Purpose of the Project and Questions
The purpose of this project was to examine novice teachers' knowledge, motivation, and
perception of organizational influences related to diversity, equity, and inclusiveness in the
context of their teaching practice following participation in SEEO's Novice Teacher Summer
Training sessions on diversity, equity, and inclusiveness. As such, the questions that guided this
study are the following:
1. What is novice teachers’ knowledge related to diversity, equity, and inclusiveness in the
context of their teaching practice following participation in SEEO’s Novice Teacher
Summer Training sessions on diversity, equity, and inclusiveness?
2. What is novice teachers’ motivation related to diversity, equity, and inclusiveness in the
context of their teaching practice following participation in SEEO’s Novice Teacher
Summer Training sessions on diversity, equity, and inclusiveness?

17
3. What are novice teachers’ perceptions of SEEO’s organizational influences related to
diversity, equity, and inclusiveness following participation in SEEO’s Novice Teacher
Summer Training sessions on diversity, equity, and inclusiveness?
Methodological Framework
This study applied Clark and Estes’ (2008) gap analysis framework to optimize
performance. The theoretical model clarified organizational goals, selected a stakeholder group,
and examined assumed influences related to performance. The assumed influences were
hypothesized using organizational context and a review of relevant literature. They were
organized into the knowledge, motivation, and organizational influences required to achieve the
performance goals. The methodological framework applied to this qualitative research study
because it allowed for an in-depth examination of stakeholder causes. Data analysis of
stakeholder interviews and document analysis validated the assumed knowledge, motivation, and
organizational influences. Research-based recommendations were generated for all gaps in
influences to optimize stakeholder performance and support organizational goals.
Definitions
Critical consciousness: A critical examination of structures, realities, policies, and
contexts to affect social change.
Diversity, equity, and inclusiveness (DEI) principles: The encompassing set of principles
inclusive teachers embody to support students from diverse backgrounds. The DEI principles
include the more pedagogical responsive teacher practices as well as comprehensive mindsets
around DEI and skills related to identity reflection.
Diversity training: For the context of this project, diversity training is a broad term to
encompass any learning experience designed for teachers related to diversity. It may include

18
aspects of the various approaches to supporting learners from diverse backgrounds including
anti-bias education, culturally relevant pedagogy, culturally responsive teaching, multicultural
education, or social justice pedagogy.
Identity reflection: The process of self-reflection on experiences and beliefs related to
aspects of identity (e.g., race, age, gender).
Implicit bias: The subconscious biases or stereotypes individuals hold that
unintentionally influence their thoughts, interpretations, and actions with different groups of
people.
Novice teacher: For the context of this project, the term is used to describe the members
of the 2019 SEEO cohort of teachers.
Responsive teacher practices: A set of pedagogical steps a teacher takes to be responsive
to the needs of the students. These include: (a) build relationships with students; (b) make
content relevant; (c) hold high academic expectations (including student-driven instruction); and
(d) facilitate critical consciousness.
Organization of the Project
This project is organized into five chapters. Chapter One sets the context for the study,
introducing the problem, the partnering organization, highlighted literature, and key concepts
related to diversity training for teachers. Chapter Two presents a review of research surrounding
the scope of the study. Context on diversity training for teachers is provided, including a brief
history, core elements, and common challenges. Literature on knowledge, motivation, and
perceived organizational influences are also synthesized. Chapter Three addresses the
methodology, choice of participants, data collection, analysis, and ethical considerations.
Chapter Four details the results and data analysis. Chapter Five presents solutions, based on data

19
and literature, for closing the perceived gaps and recommendations for an implementation and
evaluation plan.

20
CHAPTER TWO: REVIEW OF THE LITERATURE
United States public schools routinely struggle to achieve successful outcomes for
subsets of diverse, multicultural students as evidenced by the persistent achievement gap (NCES,
2018). Teachers must be equipped to support the changing population and dismantle oppressive
practices. The Southern Education Equity Organization trains novice teachers to educate students
from diverse backgrounds during the SEEO Novice Teacher Summer Training through a series
of diversity, equity, and inclusiveness sessions (Organization’s Internal Communication, 2019).
There is a need to evaluate what the teachers know, believe, and feel following this diversity
training.
The purpose of this chapter is to review related literature and frame the study. The
literature review begins with context on diversity training for teachers and includes a brief
history and the various approaches. The next section details elements of effective diversity
training for teachers. The researcher synthesizes trends from different theories to inform best
practices for teaching students from diverse backgrounds. Following, common challenges
teachers experience with diversity training are discussed to identify potential pitfalls. The
research is applied to the Clark and Estes (2008) Gap Analysis Conceptual Model to specify the
knowledge, motivation, and organization influences for teachers following diversity training.
This chapter concludes with the study’s conceptual framework.
Background on Teacher Diversity Training
Context on Teacher Diversity Training
Diversity training for teachers has existed in some capacity as early as the 19
th
century.
Sultanova (2016) attributes the beginnings of multicultural education in the United States to the
African American movement during the 1800 and 1900s in an attempt to prevent racism. The

21
second half of the 20
th
century introduced a new wave of approaches to teaching students of
color. Ladson-Billings (1994) recounted that while Brown v Board of Education eliminated
segregation in terms of physical schools, tracking along racial lines continued to persist within
the building, causing a need for multicultural education. The Civil Rights Movement of the
1960s ushered a new momentum for equal education for all (Arsal, 2015; Gorski, 1999). During
the 1980s, a series of frameworks emerged, and the link between educational and social change
was connected (Gorski, 1999). In 1990, Ladson-Billings conceptualized culturally relevant
pedagogy, calling on teachers to positively frame the assets Black students bring to the
classroom (Ladson-Billings, 2014). Over time, the focus has shifted beyond slight alterations to
curricular tools and has expanded to complete transformation in approach to supporting students
from diverse backgrounds (Gorski, 1999). Teacher diversity training continues to evolve to align
with the shifting societal needs.
Reflecting 20 years after her initial framework, Ladson-Billing (2014) attested that there
needs to be continued dialogue and momentum around culturally relevant pedagogy as a
professional field. Educators should not be complacent with their practice; instead, there should
be fluidity with revising ideas and approaches. Each of these pivotal moments in history
encouraged scholars to consider the impact of diversity in education. Further, these trends on a
national scale impact the statewide level, evidenced by the policies and standards set forth.
The requirements states impose for teacher diversity training have similarly evolved
throughout the decades, yet they remain varied and ambiguous. Through analyzing a report on
state requirements for teacher multicultural awareness from 1997, Miller et al. (2002) found that
only 39% of states had diversity coursework requirements. By 2010, researchers found that most
states included some diversity-related requisites in licensure or accreditation; however, the

22
specifications of the requirements were often vague (Akiba et al., 2010). Further, the standards
do not require teachers to develop a critical consciousness or promote social justice. Despite
progress in more states including multicultural requirements for educators, the standards lack
specificity, making it challenging to align actions. State requirements are one of many proxies to
the investment and enactment of diversity training for teachers (Akiba et al., 2010). As support
for students from diverse backgrounds generates momentum, state requirements influence the
various approaches and structures to training.
Approaches and Structures to Teacher Diversity Training
There are many approaches related to supporting student achievement of students from
diverse backgrounds (Morrison et al., 2008). These include, but are not limited to anti-bias
education, culturally relevant pedagogy, culturally responsive teaching, multicultural education,
and social justice pedagogy. Anti-bias education seeks to actively address prejudice through
education (Derman-Sparks & Edwards, 2019; Lin et al., 2008). Culturally relevant pedagogy and
culturally responsive teaching both leverage the culture and experiences of diverse students to
support their academic success (Farinde-Wu et al., 2017; Ladson-Billings, 1995). Multicultural
education is frequently used as an umbrella term for practices related to teaching diverse student
populations (Gorski, 2009). Social justice pedagogy seeks equitable academic and personal
outcomes for students of color (Duncan-Andrade, 2007). For the purpose of this study, diversity
training is used as a broad, encompassing term for any training based on any or a combination of
these approaches. Although they may manifest differently, consistent with all is the desire to
improve the outcomes for students from marginalized backgrounds by supporting their identity
and prior experiences.

23
Diversity training can occur at different times and through different mediums within the
arc of a teacher’s experience. Several researchers conducted studies on the effectiveness of
diversity training at various points within the teacher education continuum with differing time
intensities and modalities for learning (Lee, 2011; Mette et al., 2016; Reiter & Davis, 2011).
Consistent with many of the studies, the findings often indicated mixed or limited impact after
diversity training, suggesting there is no inherently better structure, length, or system. For
example, a yearlong, bi-weekly diversity seminar approach during preservice training did not
change teacher beliefs about student learning (Reiter & Davis, 2011). A lack of statistical
significance was found between those who completed a diversity training program and those
who had not when surveyed about student backgrounds and learning. Similarly, a five-quarter
M.Ed. program that incorporated issues of diversity and equity in the program did not effectively
lead all participants to change their beliefs regarding social justice (Lee, 2011). Of the
participants focused on in the case study, half did not show a change in beliefs or actions related
to teaching for social justice.
During teacher in-service, teachers’ perceptions of the use of professional learning
communities in a school-based context were found to be generally favorable; however,
responses to the applicability to instruction tended to be relatively lower than general knowledge
of poverty (Mette et al., 2016). This grassroots approach found 20% lower scores on the
effectiveness of the professional development related to ability to close the achievement gap.
There are challenges with teacher diversity training despite the length and moment in teacher
development. Likewise, these gaps in effectiveness are not exclusive to traditional classroom-
based training.

24
While the use of asynchronous online discussions can be an outlet to process ideas related
to power, privilege, and oppression, the virtual exchanges can be hard to integrate into
synchronous learning experiences (Brantmeier et al., 2011). The researchers found leveraging
online conversations during class is challenging due to time constraints and that some
discussions may be halted virtually due to politicized comments. An online medium for teacher
diversity training similarly has limitations. Consequently, the content prioritized within these
various structures, lengths, and platforms is highly relevant to the diversity training’s
effectiveness.
The curriculum used for diversity training, regardless of approach or structure,
profoundly influences teachers’ outcomes (Gorski, 2009; Sleeter, 2017). Gorski (2009) classified
the objectives in multicultural education course syllabi into five tiers: (a) Teaching the ‘‘Other;’’
(b) Teaching with Tolerance and Cultural Sensitivity; (c) Teaching with Multicultural
Competence; (d) Teaching in Sociopolitical Context; and (d) Teaching as Resistance and
Counter-Hegemonic Practice. The study found that less than 30% of programs aligned with a
critical multicultural curriculum. The low percentage of critical curriculum suggests that most
programs do not develop teacher candidates’ requisite knowledge, skills, and mindsets to teach
in ways that promote a justice orientation (Gorski, 2009). Further, Sleeter (2017) asserted the
diversity curriculum is often restricted to one or a few tangential courses and that the content
frequently is designed for the point of view of White teachers. The robust topics related to
changing the inequitable outcomes for students require meaningful diversity training for
teachers. The aims of diversity training curriculum must be inclusive and strive to upend the
status quo.

25
Many scholars create tools to make anti-bias educational teaching practices more
accessible. For example, the non-profit organization, Teaching Tolerance, created an Anti-bias
Framework to provide a common language and tool for K-12 educators (Chiariello et al., 2014).
The framework includes standards around student identity, diversity, justice, and action intended
to help guide teacher curricular choices and decisions. Scholars Brown-Jeffy and Cooper (2011)
leveraged tenants of critical race theory to create a culturally relevant pedagogy framework that
underscores the interconnectedness of these concepts and manifests as a tool for preservice and
in-service teacher development. The five-tiered framework serves to synthesize the concepts of
culturally relevant pedagogy into key principles to support teachers’ enactment of the practice.
Frameworks make theoretical scholarship actionable for teachers. These can be used during
teacher training to demystify the fundamental concepts critical for teachers to lead students from
diverse backgrounds to high levels of achievement.
Elements of Effective Teacher Diversity Training
The various approaches to teaching students from diverse backgrounds share consistent
themes for effective teacher diversity training. While they may be labeled differently within the
multiple scholarships, several trends are present in the research. These elements are organized
into three topics elaborated further below: (a) ground in justice, (b) teacher identity reflection,
and (c) responsive teacher practices. These elements collectively support teachers in acquiring
the necessary knowledge and beliefs to successfully teach students from diverse backgrounds.
Additionally, the three topics are evident in SEEO’s internal set of DEI principles and theory of
change.

26
Ground in Justice
Core to many approaches to supporting students from culturally and racially diverse
backgrounds is promoting social change. Anti-bias education, for example, encourages critical
analysis of the societal status quo and requires teachers, school staff, and students to be actively
engaged (Lin et al., 2008). Teachers offer a curriculum that develops students to recognize
injustices and operate as activists to challenge current oppressive structures (Derman-Sparks &
Edwards, 2019). Similarly, social justice pedagogy seeks equitable outcomes for students
through supporting an appreciation of their communities and encouraging students to change the
world (Duncan-Andrade, 2007). Through this approach, the teachers hold a clear purpose
grounded in challenging inequity. Relatedly, critical multicultural teaching recognizes that in
order to achieve educational equity, there needs to be a critique of the educational system and
individuals within it (Gorski, 2009). Teachers are responsible for exposing students to injustices
and promote ways of shifting social dynamics. Consistent through these approaches, education is
seen as a tool for justice to support high academic student outcomes and broader societal change.
For teachers to fully ground in justice, teacher diversity training must connect culture and race to
education, support teachers’ understanding of oppression, and facilitate critical consciousness.
Culture, Race, and Education
Culture and race are inextricably linked to the outcomes for students and are
consequently components of effective diversity training. The persistent achievement gap
plaguing United States public education is often perpetuated by the misalignment of school and
home culture (Brown-Jeffy & Cooper, 2011). Thus, professional development should address
teachers’ understanding of students’ cultures; teachers cannot ignore the fact that teaching occurs
within a cultural context (Ladson-Billings, 2006). Teachers can enhance their practice by valuing

27
students’ cultural capital, the beliefs and knowledge they bring to the classroom (Brown-Jeffy &
Cooper, 2011). They should be attuned to nuances in experiences and values to best support
students’ various cultural points of view.
An understanding of the experiences of individuals with diverse backgrounds is
increasingly important because the student population within U.S. public schools is diversifying
faster than the teacher population (Villegas et al., 2012). Although the researchers found
increased numbers of teachers of color, the proportional growth is quite low when measured
against the student population. Additionally, within a single classroom, students may have
various cultural backgrounds (Brown-Jeffy & Cooper, 2011). Diversity training for teachers
must address the cultural discrepancies between students and teachers for teachers to most
effectively serve students. Further, culture is closely linked with race, which is also deeply
associated with educational inequity and obliges focus during teacher diversity training (Reiter &
Davis, 2011).
Critical race theory is a conceptual tool that can support the analysis of institutional
racism within education and offer recommendations for diversity teacher training (Brown-Jeffy
& Cooper, 2011; Ladson-Billings & Tate, 1995). Critical race theory suggests that racism is an
inherent part of the national education system. It contends race is explicitly relevant to the
experience and outcomes of students (Brown-Jeffy & Cooper, 2011; Ladson-Billings, 2006).
Critical race theory supports questioning how schools and affiliated individuals perpetuate
oppression including the spectrum from lesson designs and school zoning (Brown-Jeffy &
Cooper, 2011). It further underscores the challenges of multicultural teacher education given the
historical and systemic nature of oppression (Ladson-Billings, 2006; Ladson-Billings & Tate,
1995). At the teacher level, teacher diversity training needs to support teachers in analyzing

28
structures and actions for racist practices and recognize potential unintended consequences on
student achievement.
Additionally, teacher diversity training itself requires a critical lens to interrogate racist
practices. Sleeter (2017) used three tenants of critical race theory to analyze a teacher preparation
program of primarily White teachers in diverse schools: (a) interest convergence; (b) challenges
to claims of neutrality and color blindness; and (c) experiential knowledge. Based on the
analysis, the researcher contends teacher education needs to proactively support pipelines for
teachers of color, systematically confront racism through ongoing efforts, reconsider teacher
educator staff to those who ground in justice, and address the prevailing Whiteness embedded in
policies. Critical race theory allows educators to uncover oppressive, institutionalized
educational practices that maintain the achievement gap. Broader context on the nature of
oppression within the United States further supports teachers’ understanding of educating
students from diverse backgrounds.
Understanding Oppression
Historical context of oppression in the United States should be addressed in teacher
training as it is deeply related to culture, race, and the current landscape of student outcomes.
Teachers must understand the dynamics that impact their students’ lives (Ladson-Billings, 2006).
These may include school issues such as curricular decisions or societal issues like access to
housing. Such social issues directly and indirectly affect students and families of color. The
starting place for all students is not the same; there are additional obstacles for students of color.
Further, Brown-Jeffy and Cooper (2011) addressed the defeatist relationship many students of
color already have with schooling, given their perceived experiences with oppressive structures.

29
They added that teachers need to be aware of the dominance of White culture and privilege
within the system and see where they can create changes within it.
Some scholars believe critical discussions on topics of social issues and privilege are key
to deepening understanding of educational inequity and stoking a passion for change (Scott &
Mumford, 2007). The researchers proposed deliberate dialogue during teacher diversity training
can support an increased understanding of oppressive social dynamics while minimizing
defensiveness. Lin et al. (2008) suggested teachers must develop an awareness of and urgency to
address discriminatory practices. Given how challenging it can be to incorporate into practice,
critiquing oppressive structures should be a key focus of diversity training. A critique of
oppression in the United States is the precursor to changing institutionalized practices and needs
to be embedded in teacher diversity training. Teachers need to be aware of these burdens and
their historical roots to more effectively ground their practice in justice, support academic
growth, and position their students as agents of change (Ladson-Billings, 2006).
Critical Consciousness
Beyond teachers’ knowledge of oppression of existing educational inequity, developing
personal and student critical consciousness puts the justice work in action and should be
incorporated throughout diversity training. After awareness of oppression, developing a critical
consciousness is the next step. It is the critique and sense of empowerment to affect change
(Ladson-Billings, 1995). Teachers must move past recognizing social issues and apply anti-bias
practices throughout their teaching practice (Lin et al., 2008). The most effective urban teachers
operate with a critically conscious purpose, aiming to equip students with the knowledge, skills,
and dispositions to change the world (Duncan-Andrade, 2007). This drive to upend the status quo
and change the circumstances for students of color is a key component to improving and

30
providing more equitable student outcomes. The concepts around culture, race, oppression, and
critical consciousness support teaching grounding in justice and should be addressed during
teacher diversity training. For teachers to fully ground in justice and support their students in
acting for change, teachers must also deeply understand themselves and how their actions
influence the very dynamics they are seeking to change.
Teacher Identity Reflection
Through analyzing approaches to diversity training, researchers agree personal reflection
on identity is a requisite to successful cultural competence (Gay & Kirkland, 2003; Mette et al.,
2016). A teacher’s understanding of self and their teaching context is foundational to effective
instruction (Gay & Kirkland, 2003). The scholars argued that self-reflection is a necessary
component of teacher education, and training should provide ample reflective opportunities with
deliberate support. Mette et al. (2016) described a personal dimension of culturally relevant
pedagogy that involves self-reflection to understand their own beliefs and acknowledge their
biases. The identity reflection supports individuals in recognizing cultural values, judgments, and
stereotypes. Hammond (2015) further emphasized the importance and challenge of identity
reflection. The author claimed it is often harder to understand one’s cultural nuances than those
of something less familiar. It is difficult to pinpoint one’s own culture because it seems normal.
Culture influences daily classroom decisions such as how to participate in discussions or ask for
help. Training should provide appropriate fodder for the exploration of personal values and
judgments. The reflection serves as the precursor to understanding the cultural experiences of
students.
Teacher identity reflection is connected to understanding the identity and culture of
students. While there are tangible practices that teachers can execute, culturally responsive

31
teaching is a mindset more than it is a list of strategies (Hammond, 2015). Teachers must first
recognize their cultural norms may be different than those of their students and work to bridge
differences between the experiences (Ladson-Billings, 2006). Without this step, any deviation
from one’s own culture is considered strange, and the teacher may misinterpret a different action
as defiance (Hammond, 2015). Brown-Jeffy and Cooper’s (2011) framework for culturally
relevant pedagogy focused on both the identity of the student and the teacher. The researchers
postulated teachers need to understand their own identities, the identities of their students, and
where the identities do not overlap in order for the teacher to fully support students’ unique
cultural backgrounds. Teachers must first be attuned to social issues and cultural nuances to
develop opinions and actions around them (Ladson-Billings, 2006). Reflection can support
teachers’ understanding of the differences and nuances in student and teacher identities and how
this divergence might influence student outcomes. Training should thus provide teachers with
reflective opportunities to develop the requisite mindsets and help surface potential subconscious
beliefs.
Implicit Bias
To move a level deeper in understanding one’s self, diversity training should explore the
implicit biases teachers hold related to students. Implicit biases are the unconscious thoughts an
individual holds regarding groups of people that subliminally influence her or his actions
(Hammond, 2015; Neitzel, 2018). Regardless of background or identity, everyone has implicit
biases and holds stereotypes that impact their decision making. In the classroom context, these
biases influence how teachers interact with students and impact student outcomes along
traditionally marginalized lines. Evidence exists that implicit biases lead to different disciplinary
actions and expectations for Black students as early as preschool (Neitzel, 2018). Hammond

32
(2015) further attested that teachers’ actions are not neutral. Students internalize the bias-laden
decisions teachers make and generate their own interpretations.
A qualitative study of elementary teachers revealed how easily biases seep into plans and
interactions with students (Young, 2010). In this research, the teachers, 80% of whom were
White, showed unintended bias through the content chosen for lesson plans. Similarly, given the
disproportionality of teachers of color to students of color, educators need to consider ways in
which they may be unintentionally promoting sentiments of non-White inferiority, which can
proactively be addressed through training (Brown-Jeffy & Cooper, 2011). Teachers who hold
high expectations and believe in students’ potential lead to higher outcomes for students of color
(Ladson-Billings, 2006). Training should thus help teachers reflect to understand these biases
and how they impact students. A teacher who recognizes biases is better positioned to be
responsive to the needs of students and thereby increase student achievement.
Responsive Teacher Practices
There are common practices many successful teachers of diverse students leverage to be
responsive to the unique group of students in the specific classroom (Duncan-Andrade, 2007).
Diversity training for teachers should support teachers’ responsive practices to best teach their
particular group of students (Gay, 2002). A common theme of the various approaches to teaching
students from diverse backgrounds is the emphasis on making the educational experience
meaningful. The section that follows synthesizes practices that responsive teachers should
embody to lead to higher levels of success with students into four pillars. These include teacher-
student relationships, relevance to students, academic excellence, and critical consciousness, all
concepts which should be deliberately embedded within training.

33
Teacher-Student Relationships
In order to be responsive to the needs of students, teachers need to know who their
students are and proactively build relationships with them. The way in which teachers orient to
students is a foundational component to culturally relevant teaching and should be addressed
during teacher education (Ladson-Billings, 2006). Responsive teachers demonstrate dedication to
their students and their practice. They frequently make themselves available to students outside
of class time, dedicate personal hours to professional development, and feel deeply connected to
their students’ outcomes (Morrison et al., 2008). Farinde-Wu et al. (2017) studied seven award-
winning teachers to draw trends in best culturally responsive practices. All teachers underscored
their respect for students. They held high views of students and dedicated their time inside and
out of school hours to support them. After observing excellent urban educators, Duncan-Andrade
(2007) likewise addressed a sense of duty, that is a deep commitment to students and
communities, as integral to social justice teachers,. He recounted how teachers enjoyed being
with students, described their job as a privilege, and demonstrated genuine joy when relating to
them. Responsive teachers are devoted to their students and actively seek to build relationships
with them.
Several researchers agree teachers should proactively make time inside or outside of the
classroom to get to know students on a personal level (Brown-Jeffy & Cooper, 2011; Byrd,
2016; Morrison et al., 2008). Brown-Jeffy and Cooper (2011) deemed student-teacher
relationships as a key part of their culturally relevant pedagogy framework. They attested that the
sheer amount of time students spend with teachers mark them as influential people in students’
lives and underscored the importance of building a classroom community. Beyond the inherent
time teachers spend with students, responsive teachers deliberately make time to get to know

34
students. Based on the perspectives of students, Byrd (2016) concluded that teachers should
target instruction and facilitate fruitful discussions to get to know students on a personal level.
Morrison et al. (2008) found that the most successful teachers proactively take time to
talk with kids beyond academic content to foster such relationships. These responsive teachers
invite students, families, and community members to be active members of the learning process
through assemblies, class activities, and as guest lecturers. Many teachers start the year with
home visits to get to know students and families (Morrison et al., 2008). One award-winning
elementary teacher explained the practice of having one-on-one lunches with students at the
beginning of the year to get to know them personally (Farinde-Wu et al., 2017). These
relationships help teachers understand student culture, values, and hobbies, which can support
their efforts in aligning lessons to students’ interests. Teacher-student relationships should be a
component of teacher diversity training as it will facilitate more meaningful content choices and
thus help to increase students’ achievement.
Relevance to Students
Responsive teachers leverage their knowledge, reflections, and student relationships to
make their curriculum relevant to students (Ladson-Billings, 2006). The teacher does not take a
given curriculum and implement it directly. They should consider how exactly the content
applies to the needs of students and relate rigorous lessons to meaningful components of
students’ lives (Ladson-Billings, 2006). This central practice of responsive teachers building on
students’ existing knowledge and experience is also known as building on their funds of
knowledge (Morrison et al., 2008). Teachers make links from students’ personal lives to the
classroom through physical artifacts, language, and cultural practices. They leverage the

35
knowledge they gain from their relationships with students and apply it to both the content and
delivery of their lessons.
Additionally, responsive teachers honor the home language of students (Morrison et al.,
2008). They support initial student discussion and writing through expression in the language
they feel most comfortable. Cultural congruity in classroom instruction is important (Gay, 2002).
Teachers should offer approaches to learning and assessment in order for students to leverage
their various learning styles and systems. Gay (2002) further detailed teachers must be able to
create a classroom culture that includes cultural scaffolding to help students apply cultural
experiences to increase learning. Teachers recognize it is common for many students of color to
value collective accomplishments over individual successes depending on the students’ cultural
upbringings (Gay, 2002). For example, providing group learning assignments aligns to the
communal culture of many African, Asian, Native, and Latinx populations and can be easily
incorporated into the classroom (Gay, 2002). Ensuring the curriculum is accessible to all students
helps support their academic aims.
The material and methods of instruction need to be relevant to students to support their
academic growth. Culturally responsive teaching requires relevant material in all forms of
curricula (Gay, 2002). The symbolic curriculum, the images and artifacts represented and not
represented in the classroom, societal curriculum, how various diverse populations are
represented in the media, and the classroom lessons themselves impact students’ sense of
belonging. Additionally, the traditional curriculum may not resonate positively with all children,
and the books, examples, and materials presented should be selected with the specific children in
mind (Brown-Jeffy & Cooper, 2011). Not all students need the same type of curriculum;

36
therefore, teachers need to be equipped to diagnose, plan, and provide students with the
curriculum they need.
Further, researchers agree simultaneously focusing on the uniqueness of individual
students as well as incorporating a range of perspectives is a key to responsive teaching practices
(Brown-Jeffy & Cooper, 2011; Duncan-Andrade, 2007; Ladson-Billings, 1994). Ladson-Billings
(1994) asserted the content teachers expose to students matters, and daily lessons should
consistently integrate a range of cultural perspectives to support students in developing views of
different customs and deepen personal identities. Teachers should offer meaningful real-world
examples to make the content relevant to students. They should also support students in
increasing their pride in their cultural values while concurrently supporting their efforts to
navigate the dominant culture (Ladson-Billings, 2006). Through offering a range of examples,
teachers achieve a higher likelihood of making the content relevant to students and expose them
to the concept of multiple perspectives. The curriculum teachers implement with students
impacts student outcomes and should consequently be addressed during training. Both the
structure and curriculum should be relevant to students’ home experiences to help students
access rigorous learning. This responsive teacher practice should be addressed during teacher
diversity training given it can lead to increased student growth, and in turn, elevate the
expectations teachers hold for students.
Academic Excellence
Maintaining high personal and academic expectations for students is a requisite for
successful responsive teachers (Duncan-Andrade, 2007; Farinde-Wu et al., 2017; Ladson-
Billings, 1995). The various approaches to supporting students from diverse backgrounds
themselves were born from observing academically successful teachers of students of color

37
(Duncan-Andrade, 2007; Farinde-Wu et al., 2017; Ladson-Billings, 1995). For example,
Duncan-Andrade (2007) engaged in a three-year inquiry process to explore excellence in
education in an urban context. He concluded that a teacher’s sense of purpose and duty to
students’ future outcomes are critical components to success. Farinde-Wu et al. (2017) set out to
learn from award-winning teachers to inform necessary responsive teacher practices. They found
that esteemed teachers hold high expectations for students, like those of a parent (Farinde-Wu et
al., 2017). The teachers in Farinde-Wu et al.’s (2017) study believe in their students’ academic
and social success and are willing to work with students outside the realm of traditional school
hours to see to their growth. Further, Ladson-Billings (2006) found that culturally relevant
teachers believe in the capabilities of all students and take a long-term view. Their goals and
instructional foci set students up for future success and intellectual growth. Responsive teachers
believe in academic excellence for all students in order to see strong academic growth. An
emphasis on academic excellence should be foundational to any teacher training.
A key to academic excellence is cultivating student leadership. Responsive teachers
deliberately set up learning communities with their students. These communities are ones where
students are positioned as viable decision-makers regarding class policies and content interests
(Morrison et al., 2008). Students may provide input in the direction of upcoming lessons,
classroom policies, and so forth. The teacher structures lessons that facilitate discussion and
cooperative learning (Morrison et al., 2008). A study of successful teachers in urban settings
indicated many responsive teachers leverage a familial style to classroom management (Farinde-
Wu et al., 2017). With this familial style, teachers cultivate a classroom community that
demonstrates care for academic and social growth. Inside these learning communities, students

38
are at the center. Academic excellence incorporates the values and practices of the students,
holds students to high expectations, and supports student ownership of their learning.
Student Critical Consciousness
The pinnacle of grounding in justice is to facilitate critical consciousness with students.
According to Ladson-Billings (1995), students should develop critical sociopolitical
consciousness that “allows them to critique the cultural norms, mores, and institutions that
produce and maintain social inequity” (p. 162). Students learn the context of inequity, are clear
on the barriers they face and become advocates themselves. Activism can manifest from the
micro to the macro and short to long term. For example, it may look like restructuring classroom
procedures, advocating for access to better quality texts, or a community project influencing
housing policies (Ladson-Billings, 1995, 2006). Learning focuses on the students’ roles as active
citizens and encourages critique to promote more equitable practices. Teachers can further
develop students’ critical consciousness by stoking their interest in returning to their home
communities to influence change (Duncan-Andrade, 2007). Bolstering student critical
consciousness must be a principal aim in diversity training for teachers so that the future
generation can promote changes required for a more equitable education system. The four pillars
of responsive teacher practices synthesize common approaches to effectively teaching students
from diverse backgrounds into inclusive categories.
The elements of grounding in justice, teacher identity reflection, and responsive teacher
practices, as addressed in this portion of the literature review, comprise the necessary
components of effective diversity training. However, effectively supporting teachers in these
aspects proves to be very challenging. The sections below will address common challenges in
greater detail.

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Teacher Challenges with Diversity Training
Despite the importance of effective teacher diversity training and the impact it can have
on increased student achievement, the limited or mixed findings on teacher diversity training
effectiveness point to challenges. The section that follows synthesizes challenges teachers
commonly have with diversity training. These challenges include the abstract content,
perceptions and attitudes, and lack of time and support, which inhibit the teachers’ ability to
meaningfully engage in the elements of effective diversity training.
Abstract Content
Concepts related to diversity are not commonly tangible, require nuance, are often
matched with a vague set of requirements, and inherently cannot be mass-produced. Following
training, teachers often have varied perspectives on the feasibility of implementing such
practices in the classroom (Lee, 2011). Novice teachers frequently believe there are little or no
examples of teaching as social justice (Ladson-Billings, 2006). A study of teacher candidates
engaged in course and fieldwork demonstrated mixed evidence in a change in social justice
beliefs following training (Lee, 2011). Many believed their students were too young to engage in
justice conversations given their abstract nature. The inherent topic of diversity requires teachers
to take an individualized view of students (Scott & Mumford, 2007). Therefore, the same mass-
produced approach will not be effective as it does not consider the unique attributes of children.
Becoming a culturally relevant teacher requires acute analysis and cannot be applied at scale or
in a rote manner (Ladson-Billings, 2006). Starker and Fitchett (2013) found that preservice
teachers who were not successful with culturally responsive teaching practices had an
overreliance on the mandated curriculum. A contributing factor to their lack of efficacy in
modifying lesson plans was that they could not translate the abstract ideas of cultural competence

40
to the classroom. Given the inherent abstractness of the content, it is often challenging for
teachers to apply concepts related to DEI into their classroom practice.
Research commonly finds it is easier to understand the details of diversity-related topics
than to translate it to the classroom (Fehr & Agnello, 2012; Lee, 2011; Mette et al., 2016). In an
empirical study, preservice teachers indicated the importance of diversity related conversations
on the Likert-type scale but lacked detail and vulnerability on the open-ended responses (Fehr &
Agnello, 2012). Further, 59% reported only a superficial understanding of multicultural
education. On an additional Likert-type scale, researchers found that teachers scored training
more highly on declarative knowledge about poverty than procedural knowledge in closing the
achievement gap by mean scores of over 16% (Mette et al., 2016). Similarly, Lee (2011) noted
that teachers could more readily define the ideals of teaching for social justice but struggled to
identify specific actions in their own classroom. The classroom applicability of grounding in
justice challenges many teachers. The abstract nature of the content can inhibit how teachers
view the training and make them less likely to have positive views of the training. Diversity
related content also conjures sensitive topics that can influence individuals’ attitudes and feelings
of efficacy.
Perceptions and Attitudes
Topics related to diversity, particularly those centered around issues of race, can leave
some teachers and teacher candidates uncomfortable. Despite the importance of exploring ones’
identity, research indicates this can be quite challenging. Through a series of case studies, Young
(2010) found that a key barrier to realizing culturally relevant pedagogy in the classroom was the
lack of race consciousness in teachers. She added that these cultural biases prevented successful
implementation of effective practices and indicate a need to address these during teacher

41
training. Many teachers have not developed sociopolitical consciousness themselves, and thus, it
is challenging for them to support their students in these efforts (Ladson-Billings, 2006). In order
for teachers to be more race-conscious, as aforementioned, the element of teacher identity
reflection is often employed in teacher diversity training.
However, the process of critical self-reflection can be challenging for several reasons
(Gay & Kirkland, 2003). Gay and Kirkland (2003) argued it is common for teachers to ignore or
deflect reflection or discussion away from topics of race or cultural diversity. Rather than
engaging in the personal relevance to the topic, teachers instead discuss theoretical ideas or
existing trends on the subject. Additionally, teachers commonly divert conversations around race
and instead discuss class or promoting equity for all students. Further, many prospective teachers
may remain silent during discussions and do not actively try to close their perspective gaps (Gay
& Kirkland, 2003). Teacher education often lacks the support in helping novice teachers engage
in the appropriate scaffolds for guided self-reflection (Gay & Kirkland, 2003). The vulnerability
required to discuss topics of identity and race leaves many teachers uncomfortable.
Understanding the history of oppression and developing a critical consciousness may lead
many teachers to feel defensive. Ladson-Billings (1994) argued courses that shed light on
historical events of the past can make some feel guilty and perpetuate resistance to the material.
She noted that trainings often leave out the perspectives of European-American cultures, which
leads many White educators to feel alienated. Further, the process of understanding personal
biases makes many people uncomfortable, triggering stress hormones such as cortisol and
adrenaline (Hammond, 2015). Confronting one’s own biases can be challenging. Mette et al.’s
(2016) study of teachers’ perceptions of culturally responsive pedagogy found that while
teachers readily acknowledge the importance of exploring cultural differences, the idea of

42
culturally responsive pedagogy is not collectively embraced. Some teachers expressed a sense of
apathy from their colleagues in response to the culturally responsive pedagogy trainings. Sleeter
(2017) found that 95% of teachers were familiar with the concepts of culturally relevant
pedagogy. However, when pressed further on the causes of the achievement gap, most related to
student factors such as attendance, poverty, and motivation and did not hold their own skills or
dispositions accountable to the discrepancy. Reflecting on identity requires asking difficult
questions. Diversity training for teachers should consider the challenges with vulnerability,
especially the sensitivity around race, in their design.
Despite comprising the vast majority of teachers in U.S. public schools, White teachers
commonly have challenges discussing race, which can negatively impact diversity training
effectiveness. Gay (2015) posited that White teachers are often unreceptive to exploring their
racial biases. This resistance in self-examination is closely related to the idea of White fragility:
the sensitive and defensive posture White people often assume when discussing race (DiAngelo,
2018). White people are often socialized to ignore race and are quite uncomfortable productively
engaging in conversation. A lack of awareness inhibits them from examining how to operate in
anti-racist ways or understanding the systemic ways racism manifests. In a study of teacher
candidates, participants who identify as White valued the statement, “Learning the goals and
instructional methods of multicultural teaching as a necessary part of teacher training,” by less
than 10% of participants of all other races (Ford & Quinn, 2010). There was a correlation
between racial composition and the value they place on the training. A different study of a
majority White cohort of preservice teachers found that many feared multicultural education
given their misunderstandings of cultural differences within communities of color and their
perceived negative biases of their own communities (Ndemanu, 2018). Such fear created

43
skepticism about further engaging in the topic. Many White teachers struggle to reflect on their
identity, which should proactively be considered when designing teacher diversity training,
particularly given the disproportionality of White teachers to students of color.
Teacher training often lacks the diversity and relevance desired for multicultural
classrooms, which contributes to White biases in training materials. Through a life history case
study, Gomez and Rodriguez (2011) found that a White cultural mindset is pervasive in teacher
education, which limits the perspectives Latinx prospective teachers offer to programs. Sleeter
(2017) affirmed the notion that the teacher education curriculum often reflects White culture,
examples, and norms which perpetuate the status quo. Preparation programs maintain Whiteness
through low rates of faculty of color and content that favors the perspective of White culture.
Additionally, Sleeter (2017) recommended opportunities to upend these practices by
acknowledging Whiteness in teacher education and ensuring White individuals are not the only
ones creating diversity programs. Training should include multiple perspectives to support
teachers of color as well as White teachers. Additionally, to address these deep-seated
perceptions and attitudes, diversity training needs to be ongoing to be effective and meaningfully
impact student learning.
Lack of Time and Support
The time constraints within preservice teacher education limit the amount of attention
diversity training receives in many contexts and the extent to which teachers can fully develop
critical consciousness and skills. Assaf et al. (2010) recounted how teacher educators struggle to
best support teachers within the context of their programs. The vastness and various demands of
diversity training make program coherence challenging. Further, Sleeter (2017) contended
multicultural training is regularly not enough to compensate for the pervasive deficit beliefs in

44
low-income communities and is often considered foundational for other diversity-related
scholarship. A limited focus on diversity training can negatively impact teachers’ perception of
its importance.
Teachers often need significant support even after completing initial diversity training.
Most teacher education programs lack options for diversity courses (Scott & Mumford, 2007).
While the scholars acknowledged a single class could improve awareness, they indicated it is
unlikely to have a lasting impact on teachers if only addressed once throughout the program.
Following initial preservice, many programs do not offer sufficient support for teaching students
with diverse backgrounds. The approach to developing cultural competence does not happen in a
singular moment (Kahn et al., 2014). A critically conscious practice requires a constant cycle of
examining one’s self and what is happening in the broader world. Ongoing support should thus
be provided to support this iterative process and enhance training effectiveness. Addressing these
common challenges is important to best position teachers to educate students from diverse
backgrounds and eradicate the education debt.
The Clark and Estes (2008) Gap Analysis Conceptual Model
This study used the Clark and Estes (2008) Gagap Analysis Conceptual Model to
examine novice teachers following SEEO’s summer diversity training. The problem-solving
approach seeks the causes of organizational performance gaps by examining the influences of a
stakeholder group. As discussed in Chapter One, the stakeholder group for this study is novice
teachers. Clark and Estes (2008) reason that all gaps in performance are influenced by a
combination of stakeholder’s knowledge, motivation, and organizational factors (KMO).
Collectively, the KMO are essential to achieving the stakeholder goal and can be evaluated to
support closing performance gaps. The Clark and Estes (2008) model was applied to this study

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by directly examining novice teachers' assumed knowledge, motivation, and perceptions of
organizational influences following diversity training to inform support towards SEEO’s
performance goal.
Each influence type independently and cohesively supports SEEO novice teachers to
achieve the performance goal. The knowledge and skill factors consider the extent stakeholders
know the what, how, when, and where of reaching the performance goal (Clark & Estes, 2008).
Without the necessary knowledge or skills, novice teachers cannot successfully lead to high
levels of achievement for students from diverse backgrounds. The motivation element explores
the stakeholders’ choice to engage in the task and their persistence and mental effort exerted
through realizing the goals (Clark & Estes, 2008; Rueda, 2011). Motivation is a requisite to goal-
oriented behavior and indicates novice teacher interest and feelings of efficacy in the tasks.
Lastly, the organizational influences include the essential policies, materials, facilities, and
equipment to accomplish the goals (Clark & Estes, 2008). The absence of these at SEEO can
inhibit progress and further impede motivation. The researcher used general theory, content
specific literature, and prior knowledge on the organization (formerly an EEO novice teacher,
instructional coach, and instructional leader) to identify the assumed KMO influences. The
following sections detail the assumed novice teacher knowledge, motivation, and organization
influences necessary to lead to the performance goal.
Stakeholder Knowledge, Motivation and Organizational Influences
Knowledge and Skills
To accomplish goals, individuals must have the appropriate knowledge and skills (Clark
& Estes, 2008; Rueda, 2011). From a cognitive view, a change in a learner’s knowledge signals
learning has occurred (Mayer, 2011). The aim of learning is often for transfer to take place; that

46
is, the learner is able to apply the gained knowledge or skill to a new learning task (Clark &
Estes, 2008; Mayer, 2011). However, most researchers agree less than half of what is learned
from workplace training is transferred into routine job tasks (Mayer, 2011). Although
organizations spend over $125 billion annually on employee training and development in the
United States, many do not see positive returns on the investment or changes in performance
(Grossman & Salas, 2011). Clark and Estes (2008) attested that poor quality training can have
detrimental impacts on performance such that learners are worse off than before. It is thus
important to deeply consider the knowledge and skills required for a particular performance task
and ensure they align to goals. A focus on requisite knowledge can enhance productivity and
increase engagement. This literature review focuses on the knowledge-related influences
necessary to achieve the stakeholder performance goal that all novice teachers will implement
DEI principles into their teaching practice by August 2020. It begins with an overview of the
knowledge types and identifies specific knowledge influences aligned to the goal.
Knowledge can be categorized into four different knowledge types: factual, conceptual,
procedural, and metacognitive (Krathwohl, 2002; Rueda, 2011). These classifications, revised
from Bloom’s Taxonomy by Krathwohl (2002), provide a common language to discuss learning
goals, assist with alignment across organizations, and illuminate the breadth that knowledge can
reach. Krathwohl (2002) and Rueda (2011) defined each knowledge type to distinguish what one
must know or be able to do. The factual knowledge type refers to information that is clearly
defined. It is information that can be memorized, commonly known facts, details, and
terminology, that tends to be foundational information for higher-order concepts. Conceptual
knowledge is more complex and nuanced; it includes principles, categories, classifications, and
webs of information (Anderson et al., 2001). Procedural knowledge is the knowledge of how to

47
do something. This knowledge type includes content-specific skills, processes, or criteria for
determining the best procedures (Krathwohl, 2002). For example, elementary teachers need
procedural knowledge of how to select appropriate texts for their students. Lastly, metacognitive
knowledge is the knowledge of one’s own learning (Anderson et al., 2001). It requires an
understanding of self and involves evaluating one’s thinking.
All of the knowledge types are important to support learning and achieving goals;
however, for the context of this study, procedural knowledge is important to measure the extent
to which novice teachers can demonstrate the necessary knowledge and skills. Further, this type
of knowledge is critical in promoting transfer (Rueda, 2011). Two different types of procedural
knowledge support novice teachers in achieving the performance goal: the procedural knowledge
of lesson planning and the procedural knowledge of identity reflection.
Procedural Knowledge Influence: Lesson Planning
Novice teachers need the procedural knowledge of how to lesson plan to incorporate
responsive teacher practices. There is a common myth that teaching requires a standard set of
knowledge and skills that can be broadly applied (Gay & Kirkland, 2003). Ladson-Billings
(2006) suggested there is deliberately no playbook for culturally relevant pedagogy because
teachers would blindly implement without care for the specific students in their classroom. A
checklist of actions would counter the foundational principles of responsive teacher practices.
However, the procedural knowledge of how to plan can support novice teachers’ DEI efforts and
make the abstract content tangible. Duncan-Andrade (2007) found that successful teachers
continuously plan for lessons with students. The teachers in the study deepened their passion for
content through the act of lesson planning. Teacher diversity training can deliberately support
novice teachers to lesson plan to incorporate responsive teacher practices, and it should be an

48
intentional focus given the lack of strategies inherent to the various approaches to supporting
students from diverse backgrounds.
Further, the conceptual knowledge of responsive teacher practices does not directly
connect to teachers’ procedural knowledge in planning with these in mind. A study of diverse
teacher candidates found that they often understood social justice ideals but had a challenging
time knowing how to plan equitable instructional practices with students (Berta-Avila &
William-White, 2010). The themes found in the teacher candidates’ lesson plans did not go to the
depth aligned to critical pedagogy. Young’s (2010) study of the feasibility of culturally relevant
pedagogy at an urban school found teachers’ biases slipped into lesson planning decision
making. Despite teacher understanding of the principles of responsive teaching, they continued
to prioritize traditional curriculum in practice. The researcher concluded training often does not
adequately equip teachers with the procedural knowledge of how to embody culturally relevant
pedagogy and lesson plan accordingly (Young, 2010).
Given these challenges, diversity training should aim to support the procedural
knowledge to incorporate responsive teacher practices. The practices are organized in the
inclusive pillars of (a) building relationships students; (b) making lessons relevant; (c) ensuring
academic excellence; and (d) developing critical consciousness to support teacher efforts in
reaching their goals. These key themes of responsive teacher lesson plans provide categories to
guide the process for novice teachers. Although there is no direct formula for teaching students
from diverse backgrounds, lesson plans should include a combination of strategies discussed
within each component to be responsive to students’ needs.
Teacher-Student Relationships. The procedural knowledge of lesson planning to
incorporate responsive teacher practices encompasses the pillar of planning to build teacher-

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student relationships. Farinde-Wu et al.’s (2017) study of award-winning teachers found these
educators intentionally plan and take action to garner respect from students. The teachers in the
study purposefully use transitions, breaks, or small group time to get to know students’ stories
and aspirations. These responsive teachers deliberately cultivate student relationships, which in
turn informs their practices and enhances their ability to relate content to students (Farinde-Wu et
al., 2017). Moreover, Starker and Fitchett (2013) studied preservice teachers’ ability to embody
Gay’s (2002) culturally responsive teaching framework and found the most responsive teachers
apply knowledge of students during planning. These teachers modified their lesson plans based
on their understanding of their specific classroom of students.
Research on enacting culturally responsive practices suggests there are several strategies
teachers can leverage in the classroom to get to know students and encourage student-driven
instruction. Morrison et al. (2008) analyzed 45 existing studies on implementing culturally
relevant pedagogy to synthesize trends in operationalizing the approach. Across the studies, the
researchers found teachers may solicit personal examples through writing stories, journals, and
classroom discussions to get to know students. They may use familiar examples for their
everyday lives, explore themes pertinent to student interests, select meaningful themes to analyze
through text, encourage expression in students’ home language, and mirror classroom practices
to student cultural values. Starker and Fitchett (2013) similarly found preservice teachers
planned to tap into students’ funds of knowledge within the lesson plans. While there is no direct
lesson plan checklist, such strategies can be embedded within plans to help teachers
operationalize the tenants of responsive teacher practices. Teacher diversity training should
address strategies to build teacher-student relationships to support the procedural knowledge of
lesson planning to incorporate responsive teacher practices.

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Relevance to Students. The procedural knowledge of lesson planning to incorporate
responsive teacher practices also encompasses the pillar of planning to make content relevant to
students. Responsive teachers do not blindly follow the given curriculum; instead, they adapt the
materials to be relevant for their students during the planning process. Ladson-Billings (2006)
stated teachers should “deconstruct, construct, and reconstruct” the curriculum to better meet the
needs of their unique class (p. 32). This process proactively considers the purpose of the material
and how it applies to the needs of students. Further, curriculum year to year or school to school
should be fluid. Responsive teachers consider the historical context of the content and
implications for their particular group of students (Ladson-Billings, 2006). During the planning
process, a novice teacher should analyze how students perceive the content given students’ prior
knowledge and experiences. A study on enacting culturally responsive teaching found that
successful teachers view the curriculum as malleable (Starker & Fitchett, 2013). The teachers
altered the prescribed texts to meet the needs of their students. This process of adapting the
curriculum may include incorporating a number of different strategies to go beyond the scope of
the given plan.
Teachers who plan to introduce multiple perspectives throughout a lesson help make
learning more relevant to students (Farinde-Wu et al., 2017; Morrison et al., 2008; Starker &
Fitchett, 2013). A synthesis of multiple studies found many curricular materials and required
reading text favor Western culture and exclude alternative perspectives (Morrison et al., 2008).
Responsive teachers make content relevant to students by altering the existing materials and
introducing multiple points of view. Researchers discovered successful educators of students of
color plan to facilitate discussions related to diversity, equity, and inclusivity and support their
students’ understanding of various cultures (Farinde-Wu et al., 2017). Similarly, Starker and

51
Fitchett (2013) found that culturally relevant teacher candidates emphasized multiple
perspectives throughout lessons, often those from oppressed backgrounds. The participants used
primary sources and provided controversial ideas as fodder for differing opinions. This deliberate
incorporation of multiple viewpoints can take place planning from scratch or modifying an
existing plan. For example, one teacher candidate modified the lesson plan to incorporate videos
of a historical event from varying perspectives (Starker & Fitchett, 2013). The use of many
viewpoints supports students in accessing the material and is one of the many ways to make the
content relevant.
Successful teachers of students from diverse backgrounds leverage a variety of strategies
during the planning process to structure lessons to incorporate responsive teacher practices.
Morrison et al.’s (2008) study to operationalize culturally relevant pedagogy found responsive
teachers incorporate authors of color, leverage primary sources, have students bring in materials
from home, ask students to draw on examples from home, introduce diverse guest speakers, and
provide non-European examples regularly. The successful teachers in Farinde-Wu et al.’s (2017)
study included authentic examples and made real-world connections. They often used
“multicultural literature, diverse music, pop-culture, poetry, and more” (Farinde-Wu et al., 2017,
p. 291). Lesson plans should reflect such elements to make the content relevant to students. A
teacher is not required to check each component for the list off with each lesson, though plans
should incorporate evidence of including multiple points of view, particularly beyond the
Eurocentric lens.
Despite evidence of its importance, researchers found that novice teachers have a
challenging time selecting relevant materials (Christ & Sharma, 2018; Starker & Fitchett, 2013).
Through lesson plan analysis, Starker and Fitchett’s (2013) qualitative study of preservice

52
teachers found that those who were not successful with culturally responsive teaching practices
had an overreliance on the mandated curriculum. A contributing factor to their lack of efficacy in
modifying lesson plans was that they were not able to translate the ideas of cultural competence
to the classroom. Similarly, a different study of preservice teachers found challenges with
selecting culturally relevant literature for plans with students (Christ & Sharma, 2018).
Following readings, discussion, and teacher educator modeling, only 18% of the preservice
teachers incorporated a culturally relevant text immediately (Christ & Sharma, 2018). The
researchers asserted the need for explicit guidance and repetition of culturally relevant content in
order to see an impact on novice teachers. Planning relevant content for students requires the
teacher to consider several factors simultaneously. Diversity training should support novice
teachers in adapting the prescribed curriculum and integrating many strategies to make content
relevant to students, another pillar within the procedural knowledge of lesson planning with
responsive teacher practices.
Academic Excellence. The procedural knowledge of lesson planning to incorporate
responsive teacher practices additionally encompasses the pillar of planning toward academic
excellence. Responsive teachers hold the goal of student academic growth as central to their
practice. Culturally relevant teachers think critically about the content they cover with students
(Ladson-Billings, 2006). During the planning process, teachers should engage in a series of
questions to justify the content and its’ importance for students’ long-term academic success.
They are explicit with the rationale for lessons by stating future applicability. For challenging
material, they use tangible examples, maintain high expectations, and support learning to
enhance self-efficacy (Ladson-Billings, 2006). Lesson plans reflect the levels of academic rigor
that demonstrates a deep belief in students. Across the analyzed studies, Morrison et al. (2008)

53
found culturally relevant teachers deliberately scaffold lessons. They engaged in activities such
as modeling, thinking out-loud metacognitive strategies, and providing clear instructions to make
the content clear for students. Thus, lesson plans should include evidence the teacher is
considering the best ways to scaffold content for learners. Diversity training should support
novice teachers to plan towards academic excellence, a third pillar within the procedural
knowledge of lesson planning with responsive teacher practices.
Student-Driven Instruction. Embedded within the pillar of academic excellence is the
idea of student-driven instruction. This orientation places students at the center of learning,
moving beyond the archetypical teacher as the speaker dynamic (Farinde-Wu et al., 2017).
Teachers share power within the classroom to position students as decision-makers (Morrison et
al., 2008). Further, the types of tasks included in student-driven instruction are often considered
more academically rigorous (Anderson et al., 2001). For example, debating requires more
cognitive processing than recalling. A study revealed award-winning teachers used “strategies
such as gallery walks, jigsaws, reading pairs, clock buddies, flexible grouping, Socratic seminars,
and the observe, predict, connect (OPC) reflective writing activity,” to encourage student-driven
instruction (Farinde-Wu et al., 2017, p. 291). Long-term academic achievement is the ultimate
aim of culturally relevant teachers (Ladson-Billings, 2006). Lesson plans must provide
opportunities for students to engage rigorously with challenging content.
Critical Consciousness. The procedural knowledge of lesson planning to incorporate
responsive teacher practices lastly encompasses the pillar of planning to build students’ critical
consciousness. To ground in justice, beyond equipping students with rigorous academic material
and making the content relevant, teachers facilitate students’ critical consciousness. Justice
oriented teachers may use existing lessons as a provocation for discussing discriminatory

54
practices (Morrison et al., 2008). For example, a high school algebra lesson on subtraction could
be used to discuss fair resource distribution. Teachers may connect students to real community
issues and study them through classroom work or pose real-life challenges asking students to
critically consider solutions (Morrison et al., 2008). Lessons plans grounded in justice should
incorporate deliberate intentions for building students’ critical consciousness, through exposure
to inequity, real or fictional, and discussion or action based. Diversity training should support
novice teachers to adapt prescribed curriculum or texts to better meet the needs of students, a
fourth pillar within the procedural knowledge of lesson planning.
Teacher-student relationships, relevance to students, academic excellence (including
student-driven instruction), and critical consciousness comprise the pillars within the procedural
knowledge of how to lesson plan to incorporate responsive teacher practices. These pillars offer
possible strategies that can be found within lesson plans to indicate an orientation to responsive
teacher practices. Further, novice teacher diversity training can incorporate these strategies to
support student academic growth.
Procedural Knowledge Influence: Identity Reflection
Novice teachers need the procedural knowledge of how to meaningfully reflect on their
identity. Gay and Kirkland (2003) addressed the challenges of reflection during teacher
preservice. Many novice teachers are unclear about the process of identity reflection. Merely
discussing the ideas of others is not sufficient for meaningful self-reflection. Novice teachers
should continuously challenge their existing beliefs and analyze the way they think and operate
(Gay & Kirkland, 2003). Self-reflection, thus, should be routine in teacher preparation practice.
Reflections should be applied to both personal lives as well as classroom practices (Gay &
Kirkland, 2003). The researchers outlined that translating ideas from reflection and lessons

55
through conversation, role-play, taking different perspectives, and other such strategies can help
clarify or crystalize multicultural concepts (Gay & Kirkland, 2003). Despite the challenges,
novice teachers need the procedural knowledge of how to meaningfully reflect on their identity
in order to truly ground in justice and be responsive to the needs of their students. This second
procedural knowledge influence similarly is comprised of pillars to guide the process of identity
reflection. These pillars include understanding identity, addressing biases, and mitigating
stressors, each elaborated on below. Teacher diversity training should offer support in the
strategies embedded within each of these pillars in order for novice teachers to gain the
procedural knowledge of reflecting on identity and biases.
Understanding Identity. The procedural knowledge of how to meaningfully reflect on
identity inherently requires understanding one’s identity. As addressed in the Teacher Identity
Reflection section, teachers need an understanding of their own identity to effectively be
responsive (Gay & Kirkland, 2003; Hammond, 2015). Hammond (2015) discussed the
neuroscience behind culturally responsive teaching and offered recommendations for
understanding identity, addressing biases, and mitigating stressors. The first step is for teachers
to map their cultural reference points. Teachers should take ample time to explore ideas of self
and family history. They should devote plenty of time to journaling and revisit questions as
necessary. Hammond (2015) recommended teachers engage in more surface-level cultural
questions before delving into more in-depth topics. Diversity training should support novice
teachers to understand their identity, a pillar within the procedural knowledge of how to
meaningfully reflect on identity.
Addressing Biases. The procedural knowledge of how to meaningfully reflect on identity
also inherently requires addressing biases. Reflection cannot stop at a superficial level (Gay &

56
Kirkland, 2003; Hammond, 2015; Sleeter, 2017). Hammond (2015) attested that teachers’
actions are not neutral. The inherent biases individuals have influence subconscious decisions
that students internalize. The scholar recommended a continual process for how to gain the
procedural knowledge. She suggested that teachers observe or discuss difficult ideas with a
credible mentor, someone with a similar background to help process critical concepts. The next
step in the process of addressing biases is to widen the interpretation aperture. Teachers should
leverage different filters beyond their own cultural point of view to interpret events and
experiences. Using a different interpretation frame can lead to different interpretations that may
offer alternative explanations or insights into other cultures.
Practitioners who effectively address their biases utilize various strategies. Neitzel (2018)
offered another set of suggestions for unpacking implicit bias within the context of early
childhood school explosion. Through analyzing the data on discipline rates of students of
different racial backgrounds, stark discrepancies can be illuminated. Additionally, having
explicit conversations and reflection around race can help teachers see links between biases and
actions. Neitzel (2018) introduced a cycle to unlearning implicit bias that starts by recognizing
stereotype-laden behavior, replacing the stereotype narrative, focusing on individual students,
and taking the perspective of the marginalized student. These suggested strategies are broad and
can be applied by teachers in other contexts for different biases as well. Diversity training should
support novice teachers to address biases, another pillar within the procedural knowledge of how
to meaningfully reflect on identity. Knowing how to address biases can be challenging; thus, a
component of the procedural knowledge is how to reduce stress during the process.
Mitigating Stressors. Understanding identity and addressing biases can cause internal
dilemmas. The brain has a negative partiality: it focuses 20 times more on negative emotions

57
than positives (Hammond, 2015). When the brain is triggered, the automatic response is to go on
the defensive. Hammond (2015) suggested to begin with recognizing common triggers,
practicing managing the feelings, and taking a step back as necessary. The act of acknowledging
stressor can help teachers mitigate adverse reactions. Teachers should also commit to reflection
(Hammond, 2015). The act of committing supports the brain in persevering through future
challenging conversations. Norris (2016) claimed the process of journaling can offer a safe way
of preliminary reflection when teachers feel guilt or shame associated with their thoughts and
experiences. If teachers experience internal or external silence, journaling about their identity
and biases can support the reflection process. A self-aware educator is better positioned to
understand culturally relevant curriculum to increase the outcomes for learners. Diversity
training should support novice teachers to mitigate stressors during reflection, an additional pillar
within the procedural knowledge of how to meaningfully reflect on identity.
Understanding identity, addressing biases, and mitigating stressors comprise the pillars
within the procedural knowledge of how to meaningfully reflect on identity. These pillars offer
possible strategies that can be applied during the reflection process. Further, novice teacher
diversity training can incorporate these strategies to support student academic growth.
Collectively, the two procedural knowledge influences of how to lesson plan to
incorporate responsive teacher practices and how to meaningfully reflect on identity support
novice teachers’ implementation of DEI principles and consequently efforts in leading students
to the academic growth within the organizational goal. The pillars and related strategies should
be priorities during novice teacher diversity training to develop the necessary knowledge and
skills. Table 2 outlines the cascading goals, knowledge influences, and knowledge types that
align with the broader mission at Education Equity Organization.

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Table 2
Assumed Knowledge Influences and Knowledge Type
Organizational Mission
Provide an equitable education to all students in low-income communities.
Organizational Global Goal
By May 2021, students in all novice teacher classrooms will demonstrate 1.5-2 years of
reading or math growth as measured by district assessments.
Stakeholder Goal
By August 2020, all novice teachers will implement Diversity, Equity, and Inclusiveness
principles into their teaching practice.
Knowledge Type Assumed Knowledge Influences
Procedural Novice teachers need to know how to lesson plan to
incorporate responsive teacher practices.

Procedural Novice teachers need to know how to meaningfully reflect
on their identity.

Motivation
Motivation is a requisite to learning. It indicates how much effort a learner will exert, and
without effort, learning cannot occur (Mayer, 2011). Motivation is both conscious and
unconscious, internal and external, and in the context of schools, as relevant to teachers as
students (Clark & Estes, 2008; Pintrich, 2003; Rueda, 2011). Motivation leads to action towards
specific tasks or goals (Pintrich, 2003; Rueda, 2011). The three indicators of motivation identify
the extent to which motivation is occurring and where a breakdown may occur: (a) choice; (b)
persistence; and (c) mental effort (Clark & Estes, 2008; Rueda, 2011). Knowledge and
motivation are cooperating systems but are not always consistent (Clark & Estes, 2008).
Knowing how to do something does not mean the individual wants to or will complete the task
(Rueda, 2011). Knowledge related solutions cannot solve motivational issues; thus, it is crucial

59
to consider the motivational constructs. Each of the many aspects that influence motivation
contains its own body of research (Rueda, 2011). This section of the literature review will focus
on motivation-related influences necessary to achieve the stakeholder goal that all novice
teachers will implement DEI principles into their teaching practice by August of 2020. It begins
by defining the motivational influence and then describes the influence in relation to novice
teachers.
Expectancy Value Theory
Value helps to answer the question, “why should I do the task?” (Rueda, 2011, p. 42). It
is the importance an individual places on the task. People tend to value what they deem useful
and ignore what might inhibit achieving goals (Clark & Estes, 2008). Value is a predictor of
choice, that is choosing to start the behavior (Pintrich, 2003). There are four dimensions of value:
intrinsic value, utility value, attainment value, and cost value (Rueda, 2011). The different
aspects of task value are dynamic, and the combination determines the overall value of a task.
Specific to the novice teacher stakeholder goal, utility value and attainment value are relevant.
Utility Value Influence
Novice teachers need to see the utility value of how grounding in justice benefits their
students. Utility value refers to how useful the learner sees a task for the future (Rueda, 2011).
Individuals often make decisions based on the benefits seen after completing a task (Clark &
Estes, 2008). The perceived usefulness of a training is correlated to how likely individuals will
apply new skills (Grossman & Salas, 2011). Novice teachers need to see how training benefits
their students, regardless of their personal enjoyment from the sessions, and how taking a justice
orientation benefits their students.

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Various studies point to mixed perceptions on the usefulness of training to ground in
justice and reduce the achievement gap (Mette et al., 2016; Sleeter, 2017). The trainings often
introduce ideas of poverty, though they fail to fully show the utility of the experience and how it
relates to the ultimate goal of increased student achievement. Following a grassroots diversity
training, teachers consistently reported the professional development helped to examine views of
poverty though offered lower marks on its help to close the achievement gap (Mette et al., 2016).
Similarly, another study found that 95% of teachers surveyed indicated familiarity with
culturally responsive teaching practices (Sleeter, 2017). However, when pressed further, most
teachers deflected the causes of the achievement gap to student issues such as attendance or
poverty. The teacher education did not adequately support the teacher candidates in making the
connection or value to ground in justice. SEEO’s teachers need to see the utility value in
diversity training to student achievement.
The most successful teachers of students of color operate with a critical consciousness
(Duncan-Andrade, 2007; Ladson-Billings, 1995). As previously mentioned in the Review of
Literature, a critical consciousness is an analytical lens to social and cultural norms that supports
a justice orientation (Ladson-Billings, 1995). With a critically conscious purpose, effective
teachers of diverse backgrounds are committed to delivering high academic instruction to
teachers. Scholars see a connection between those who hold high academic expectations for all
of their students and ground their practice in challenging educational inequity (Duncan-Andrade,
2007; Ladson-Billings, 2006). Further, successful teachers in urban schools not only have a deep
understanding of oppressive practices, they feel empowered to make decisions that are best for
their students (Farinde-Wu et al., 2017). For example, such award-winning teachers change the
curriculum to ensure it is relevant to students’ needs and interests. The motivation to ground in

61
justice supports teachers’ efforts to teach students from diverse backgrounds. Diversity training
needs to facilitate novice teachers’ sense of purpose and deepen the utility value of grounding in
justice.
Attainment Value Influence
Novice teachers need to see the attainment value in identity reflection as part of effective
teaching. Attainment value is the significance one places on succeeding in the task and relates to
the learner’s sense of identity (Wigfield & Eccles, 2000). If the task aligns to the individual’s
beliefs of their role, it is valued. It is important novice teachers see analyzing personal
experiences and biases as part of their concept of effective teaching.
Researchers consistently agree identity development is critical to effective teaching (Gay
& Kirkland, 2003; Hammond, 2015; Kelly-Jackson, 2015). A study of successful urban teachers
revealed how identity reflection was core to their practice, regardless of their background
(Farinde-Wu et al., 2017). They viewed reflecting on their positional power and the experiences
of their children as part of their continual practice and integral to their role as teachers. Likewise,
the act of reflection can support efforts to a more equitable classroom, particularly for teachers
who do not share the same racial or cultural background as most of their students (Gay &
Kirkland, 2003). From their experiences working with preservice teachers, the scholars
concluded teachers need to accept the role of reflection as essential to the responsive teaching
(Gay & Kirkland, 2003).
Additionally, the process of identity reflection can stoke passion and further the idea of
being a responsive teacher. In her autoethnography, Kelly-Jackson (2015) leveraged her past
experiences to find affinity in her for work as a social justice educator. Through reflection, she
understood how her experiences as a Black woman growing up in the South brought her

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conviction to change the educational experiences of the next generation. Being a culturally
relevant practitioner requires reflection (Hammond, 2015). This mindset aligns with a sense of
self that promotes attainment value. Diversity training needs to facilitate novice teacher
attainment value in identity reflection.
The utility value of grounding in justice and attainment value in identity reflection
comprise the value novice teachers should have following effective diversity training. This
motivation can support novice teachers’ implementation of DEI principles and consequently lead
students to the academic growth within SEEO’s organizational goal. Additionally, higher levels
of value can shape the beliefs the novice teachers hold about their own capabilities.
Self-Efficacy Influence
Novice teachers must be efficacious and believe in their ability to effectively demonstrate
responsive teacher practices. Self-efficacy is the set of beliefs one has on their ability to
complete, accomplish, or achieve a specific goal or task (Rueda, 2011). How efficacious
individuals are influences their motivation (Bandura, 2000; Grossman & Salas, 2011; Pintrich,
2003; Rueda, 2011). According to Bandura (2000), self-efficacy can impact a host of decisions
including the three aforementioned indicators of motivation: choice, persistence, and mental
effort. Other researchers agree the more efficacious one feels, the more likely they will engage,
persist, and work hard on the task (Grossman & Salas, 2011; Pintrich, 2003; Rueda, 2011).
Those who have higher self-efficacy achieve more than those with greater doubt, assuming all
other aspects constant (Clark & Estes, 2008). Self-efficacy is task-specific; it applies to the given
activity and can be adaptive and changed (Clark & Estes, 2008; Pintrich, 2003; Rueda, 2011).
The amount of prior knowledge, previous feedback, and past success rates contribute to self-
efficacy (Rueda, 2011). With the diverse student population SEEO teachers serve, novice

63
teachers feeling efficacious to use responsive teacher practices impacts their motivation and
outcomes such as student achievement (Bandura, 2000; Grossman & Salas, 2011; Pintrich, 2003;
Rueda, 2011).
Duncan-Andrade (2007) found that successful urban teachers have a sense of confidence
in their practice. This efficacy was paired with humility to continually improve and implement
feedback. Self-efficacy does not indicate complacency; rather, it supports the motivation of
individuals. SEEO’s Novice Teacher Summer Training is implemented at the beginning of the
teachers’ career, a moment where confidence should be examined.
Research indicates inexperienced teachers can have feelings of efficacy related to
responsive teacher practices (Gao & Mager, 2011; Siwatu, 2007). A study of efficacy and
attitudes towards diversity in preservice teachers found that most teachers have positive efficacy
and attitudes about diversity (Gao & Mager, 2011). The researchers found that there was no
statistically significant difference in reports along racial lines. Additionally, the study indicated
that self-efficacy and beliefs of school diversity were correlated, such that enhancing one
impacted the others.
Another study on preservice teachers’ self-efficacy on culturally responsive teaching
concluded teacher candidates self-report higher levels on some responsive teacher practices than
others (Siwatu, 2007). Siwatu’s (2007) study participants claimed higher efficacy with building
positive relationships with students than communicating with English Language Learners. This
lowered sense of efficacy can leave the preservice teachers disheartened and decrease their
interactions with this group of students. Looking at the individual items of efficacy helped the
researchers isolate the specific places of challenging beliefs for the participants. The results
should inform teacher training and ongoing support. Further, training should include activities

64
that promote positive self-efficacy to incorporate practices such as classroom observations of
culturally competent teachers (Siwatu, 2007). Self-efficacy is relevant to SEEO’s teachers
because it impacts motivation. This motivation influences novice teachers’ learning during
sessions and their ability to implement DEI principles. Diversity training needs to facilitate
novice teachers’ self-efficacy related to responsive teacher practices.
Collectively, the utility value of grounding in justice, the attainment value in identity
reflection, and self-efficacy in responsive teacher practices comprise the motivational influences
which support novice teachers’ implementation of DEI principles and consequently efforts in
leading students to the academic growth within the organizational goal. SEEO’s Novice Teacher
Summer Training should leverage the strategies embedded within each influence to facilitate
greater levels of motivation. Table 3 outlines the motivational influences of utility value,
attainment value, and self-efficacy that align with the performance goals and mission at EEO.

65
Table 3
Assumed Motivational Influences and Motivation Type
Organizational Mission
Provide an equitable education to all students in low-income communities.
Organizational Global Goal
By May 2021, students in all novice teacher classrooms will demonstrate 1.5-2 years of reading or math
growth as measured by district assessments.
Stakeholder Goal
By August 2020, all novice teachers will implement Diversity, Equity, and Inclusiveness principles into
their teaching practice.
Motivation Type Assumed Motivation Influences
Utility Value

Novice teachers need to see how grounding in justice benefits their
students.

Attainment Value

Novice teachers need to see how identity reflection is part of effective
teaching.

Self-Efficacy Novice teachers need to believe in their ability to effectively
demonstrate responsive teacher practices.

Organization
General Theory
Organizational features comprise the third element of the assumed influences for the
effectiveness of diversity training. Even when stakeholders possess the necessary knowledge,
skills, and motivation to achieve the goal, organizational barriers can inhibit progress (Clark &
Estes, 2008; Rueda, 2011). According to Clark and Estes (2008), organizational barriers can
include inadequate materials, structures, or policies that impede success. Additionally,
organizations are inextricably connected to their organizational culture, a more abstract concept
that serves as a container for the practices and views of a group of individuals (Schein, 2004).
Organizational culture is dynamic and evolves over time (Clark & Estes, 2008). Culture is hard

66
to define and can be categorized in different ways, such as at the environmental, group, and
individual levels or across levels of depth in how easily culture can be seen (Clark & Estes,
2008; Rueda, 2011; Schein, 2004). Culture includes shared values, beliefs, and ways of operating
as developed within a specific group over time (Clark & Estes, 2008). Culture can be categorized
into two types: cultural models and cultural settings (Gallimore & Goldenberg, 2001; Rueda,
2011); these categories will be the structure for generating the assumed organizational influences
in this section. These cultural attributes influence the attainment of stakeholder and
organizational goals.
This project included a cultural model influence and a cultural setting influence given
their impact on the knowledge and motivation influences. Cultural models and cultural settings
have a reciprocal relationship that affect the actions of individuals and groups in relation to the
performance goal (Rueda, 2011). Cultural models are the shared beliefs and understandings of
how and why life happens (Gallimore & Goldenberg, 2001; Rueda, 2011). These cultural models
change as the members change, and they often represent automated and unconscious practices,
such as behaviors and implicit rules (Rueda, 2011). Cultural settings comprise the more explicit
organizational policies, visible to members within and outside of the organization (Gallimore &
Goldenberg, 2001; Rueda, 2011). Rueda (2011) described cultural settings as “the who, what,
when, where, why, and how” of an organization’s mode of operation (p. 57). Cultural models
and settings interact and evolve off of one another; thus, it is important to analyze both. The
culture collectively can instate policies and values that are conducive or, conversely, harmful to
the overall performance goals (Rueda, 2011). This section of the literature review addresses the
cultural model and cultural setting related to achieving the stakeholder goal that all novice
teachers will implement DEI principles into their teaching practice by August of 2020.

67
Cultural Model Influence: Vulnerability
Teachers need to feel comfortable being vulnerable about their identity with SEEO staff
and peers. Despite the importance of exploring ones’ identity, research indicates this can be quite
challenging. As discussed in the Procedural Knowledge Influence section, identity reflection
requires dismantling implicit biases which can be a stressful process (Hammond, 2015). For
White individuals, discussing race can often be very uncomfortable (DiAngelo, 2018). The brain
is wired to be protective, and conversations around biases can lead people to close off to the
conversation (Hammond, 2015). Norris (2016) similarly addressed the frequent reluctance to
discuss issues of diversity during preservice training, which can stifle subsequent training. This
aversion, however, is not an excuse to avoid identity reflection. The SEEO training program
brings together promising leaders from throughout the country with likely little prior experiences
with their peers. It is thus all the more critical to proactively ensure a culture of comfort to
confront one’s identity.
Leading conversations related to diversity can be challenging for teacher educators
(Norris, 2016). A welcoming environment must be created to encourage authentic reflection.
Norris (2016) recommended the use of journaling as a tool to help promote initial comfort. A
study of in-service teacher training found that when a safe space was cultivated, teachers
positively rated their experiences with the professional development (Mette et al., 2016).
Specifically, the teachers highly scored a survey item noting that the training supported racial
identity reflection. While exploring identity and confronting biases can be challenging,
developing a cultural model in which novice teachers accept vulnerability is important. Teacher
educators need to create a space where novice teachers feel comfortable to meaningfully reflect
and discuss identity (Garmon, 2005).

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Cultural Setting Influence: Time
Novice teachers need enough time to reflect on their identities and integrate responsive
teacher practices into their lesson plans. Scholars postulate emerging teachers need ample
opportunities for reflection (Gay & Kirkland, 2003; Hammond, 2015). Hammond (2015)
discussed the continual nature of the reflective process. Teachers should revisit questions and
constantly work to understand their identity and the implicit biases they hold. Many prospective
teachers believe that simply feeling guilty about past incidents of oppression is the stopping point
of action. They fall short in actually changing their instructional practices. These individuals may
believe racism as a thing of the past, and they may take a color-blind stance, ignoring the current
realities for people of color (Gay & Kirkland, 2003). Difficult conversations frequently require
more time for participants to feel comfortable. The cultural setting of time for identity reflection
should be actively considered during teacher diversity training.
Planning aligned to the ideals of responsive teacher practices similarly requires time and
dedication during training (Christ & Sharma, 2018; Starker & Fitchett, 2013; Young, 2010).
Young (2010) found that teachers needed time and hands-on experience applying abstract
content into daily lessons. This time allocation can be written into the structure of teacher
training. Similarly, Christ and Sharma (2018) studied preservice teachers’ successes and
challenges with culturally relevant text selection and pedagogy. The study concluded training
should include opportunities to apply knowledge of responsive practices with guided support
over time. During a fast-paced onboarding process, structuring the time to apply content and
cultural knowledge is necessary. This cultural setting of ensuring focused time for identity
reflection and planning to integrate responsive teacher practices needs to be addressed in SEEO’s
Novice Teacher Summer Training schedule.

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Together, the cultural model and cultural setting describe the necessary organizational
influences to achieve the stakeholder goal. SEEO’s Novice Teacher Summer Training must
consider the cultural model of vulnerability and the cultural setting of time. Table 4 outlines the
cascading goals and organizational influences that align with the broader mission at EEO.
Table 4
Assumed Organizational Influences and Organization Influence Type
Organizational Mission
Provide an equitable education to all students in low-income communities.
Organizational Global Goal
By May 2021, students in all novice teacher classrooms will demonstrate 1.5-2 years of
reading or math growth as measured by district assessments.
Stakeholder Goal
By August 2020, all novice teachers will implement Diversity, Equity, and Inclusiveness
principles into their teaching practice.
Organizational Influence Type Assumed Organizational Influences
Cultural Model

Novice teachers need to feel comfortable being vulnerable
about their identity with SEEO staff and peers.

Cultural Setting Novice teachers need enough time to reflect on their
identities and integrate responsive teacher practices into their
lesson plans.

Conceptual Framework: The Interaction of Knowledge, Motivation, and Organization
A conceptual framework depicts the orienting schema of a study and represents the
relationship between key ideas (Maxwell, 2013; Merriam & Tisdell, 2016). It allows researchers
to see the interaction between multiple inputs of information and packages the information into a
cohesive model (Maxwell, 2013). Maxwell (2013) outlined that a conceptual framework is
created through a synthesis of four elements: (a) the researcher’s experiential knowledge; (b)
previous theory; (c) exploratory research; and (d) thought exercises. The conceptual framework

70
for this study considers the previous research on diversity training for teachers, including
common elements and challenges. This foundational context is viewed through SEEO to support
an evaluation of novice teachers following diversity training.
No research study is neutral nor exists in isolation. Rather, the philosophical worldview
the researcher holds has implications for practices, methods, analysis, and assumptions
(Maxwell, 2013). A worldview is a set of underlying beliefs that individuals inherently bring to
the work and serve as a lens to guide action (Creswell & Creswell, 2018). The researcher is
guided by a constructivist worldview. Constructivists build meaning through engaging with the
world and individuals within it (Creswell & Creswell, 2018). A constructivist approach relies
heavily on participant experience; here, the experience of teachers through SEEO’s DEI training.
This worldview serves as a backdrop to the conceptual framework.
An adaptation of Clark and Estes’ (2008) conceptual model to analyze the knowledge,
motivation, and organizational influences serves as a foundation for the study’s framework. In
order for novice teachers to reach the stakeholder goal of implementing DEI principles into their
teaching practice, novice teachers must have the appropriate knowledge, skills, motivation, and
organizational support. These KMO influences were discussed independently above; however,
they do not operate in isolation. Instead, the influences interact in a coordinated system (Clark &
Estes, 2008). The more knowledge the novice teacher has, the more likely motivation will
increase, and vice versa. Meanwhile, SEEO’s culture impacts how conducive the training is for
teachers and, ultimately, the extent to which goals are achieved.

71
Figure 2
Conceptual Framework

Teachers

Motivation
• Utility Value: grounding
in justice
• Attainment Value:
identity reflection
• Self-efficacy: responsive
practices
Knowledge
• Procedural: how to lesson
plan incorporating
responsive teacher
practices
• Procedural: how to
meaningfully reflect on
identity
Organization
o Cultural Model: vulnerability to discuss identity
o Cultural Setting: time to reflect and integrate into plans
Stakeholder Goal
All novice teachers will implement
Diversity, Equity, and Inclusiveness
principles into their teaching practice.

Key

Existing research

Organization

Stakeholder
Influences

Simultaneous
interaction

Interaction leads to

Goals
Diversity Scholarship

Anti-bias education, critical race theory, culturally relevant
pedagogy, culturally responsive teaching, multicultural
education, teaching for social justice
Organizational Goal
Students will demonstrate 1.5-2 years of
reading or math growth as measured by
district assessments.

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Figure 2 illustrates the relationship between scholarship on supporting students from
diverse backgrounds, SEEO’s organizational culture related to DEI training, knowledge and
motivation influences for the novice teacher stakeholder group, and SEEO goals. The concentric
circles depict the various layers that support novice teachers in reaching SEEO’s ultimate goal of
increased student achievement. Through the constructivist worldview, the inner circles are
impacted by each consecutive circle it is nested in.
Foundational to conceptual framework is the existent research on teaching diverse
students in the United States. The blue, outermost circle encompasses the scholarship that shapes
how the organization operates and informs the requisite stakeholder knowledge and motivation.
As addressed previously in the Review of Literature, the various approaches include, but are not
limited, to anti-bias education, critical race theory, culturally relevant pedagogy, culturally
responsive teaching, multicultural education, and teaching for social justice. The existing
theories on teaching students from diverse backgrounds inform SEEO’s culture and approach to
diversity training.
The subsequent green circle represents SEEO and the organizational influences to lead to
the stakeholder goal. Related to DEI sessions, the organizational influences are a combination of
the cultural model (shared understanding) and the cultural setting (explicit policies) (Gallimore
& Goldenberg, 2001; Rueda, 2011). The cultural model requires comfort to be vulnerable and
discuss identity with SEEO staff and peers (Garmon, 2005; Hammond, 2015; Mette et al., 2016;
Norris, 2016). The cultural setting includes ensuring teachers have enough time to reflect on their
identities and integrate responsive teacher practices into their lesson plans (Christ & Sharma,
2018; Gay & Kirkland, 2003; Hammond, 2015; Starker & Fitchett, 2013; Young, 2010). The
organizational influences can promote or detract from diversity training effectiveness and the

73
outcomes of SEEO novice teachers. The culture engulfs the other influences as it sets the stage
for the knowledge, skills, and motivation to be fostered or squandered (Clark & Estes, 2008).
The ensuing purple layer includes the stakeholder (novice teacher) knowledge and
motivation influences. These are unique categories as represented with their individual sub-
circles; however, they interact and build off of each other. On the left, the knowledge influences
represent the requisite knowledge and skills the novice teachers need following diversity training
to support the stakeholder goal of implementing DEI principles. Specifically, novice teachers
need two key types of procedural knowledge: (a) related to lesson planning to incorporate
responsive teacher practices and (b) related to reflecting on one’s identity. Novice teachers need
to know how to plan a variety of strategies to build relationships with students, make content
relevant, deliver academic excellence, and facilitate student critical consciousness (Berta-Avila
& William-White, 2010; Duncan-Andrade, 2007; Farinde-Wu et al., 2017; Ladson-Billings,
2006; Morrison et al., 2008; Starker & Fitchett, 2013; Young, 2010). Additionally, novice
teachers need to know how to understand identity, address biases, and mitigate stressors to
ground their practice in justice (Garmon, 2005; Gay & Kirkland, 2003; Hammond, 2015; Norris,
2016; Sleeter, 2017). The diversity scholarship represented in the first blue circle informs the
novice teachers’ procedural knowledge. Further, the organizational culture impacts the extent to
which acquiring the procedural knowledge is feasible during SEEO’s Novice Teacher Summer
Training diversity sessions. Knowledge acquisition signals learning is taking place, which
supports the SEEO teachers in accomplishing the stakeholder goal (Mayer, 2011).
The connection between knowledge and motivation is represented with the shared
concentric circle, given this symbiotic relationship to learning. A bi-directional arrow indicates
the fluidity between these influences. For example, the level of teachers’ procedural knowledge

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related to identity reflection can impact motivation to continue engaging in conversation.
Likewise, a high utility value in practices central to the training can support further knowledge
and skill development. Both knowledge and motivation are required for stakeholder learning to
occur during teacher diversity training (Mayer, 2011).
The motivational influences particularly relevant to achieving the novice teacher
stakeholder goal include utility value, attainment value, and self-efficacy, represented in the
purple circle to the right. Related to utility value, novice teachers need to see how grounding in
justice benefits their students (Clark & Estes, 2008; Duncan-Andrade, 2007; Ladson-Billings,
1995; Rueda, 2011). This value aligns closely with the theory of this conceptual framework and
SEEO’s commitment to diversity: a focus on justice leads to responsive teacher practices, which
ultimately increases student learning. Novice teachers themselves must value such connections
following training. The attainment value acknowledges that teachers need to see identity
reflection as part of effective training (Gay & Kirkland, 2003; Hammond, 2015; Kelly-Jackson,
2015; Wigfield & Eccles, 2000). Additionally, teachers must feel efficacious in their ability to
demonstrate responsive teacher practices (Bandura, 2000; Grossman & Salas, 2011; Hammond,
2015; Pintrich, 2003; Rueda, 2011; Siwatu, 2007). These motivational influences collectively
support teachers’ beliefs to lead students from diverse backgrounds to high academic outcomes.
The cumulative circles support the attainment of the novice teacher goal: all novice
teachers will implement DEI principles effectively into their teaching practice. The stakeholder
goal is represented in the top orange rectangle. In turn, the stakeholder goal influences the
organizational goal to lead students to significant annual academic growth, represented in the
second orange rectangle. Previous research indicated the most effective teachers of students from
diverse backgrounds embody the components synthesized to the SEEO’s DEI principles

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(Duncan-Andrade, 2007; Farinde-Wu et al., 2017; Morrison et al., 2008). The number of inputs
represented in this conceptual model speak to the challenges and nuances of effective diversity
training. However, through using the framework to evaluate teachers’ knowledge, motivation,
and perception of organizational influences, strategic recommendations can be provided (Clark
& Estes, 2008).
Chapter Summary
The purpose of this study was to examine novice teachers' knowledge, motivation, and
perception of organizational influences related to diversity, equity, and inclusiveness in the
context of their teaching practice following participation in SEEO's Novice Teacher Summer
Training sessions on diversity, equity, and inclusiveness. These knowledge, motivation, and
organizational influences contribute to the stakeholder goal of novice teachers implementing DEI
principles in their teaching practice. This chapter presented a review of relevant literature related
to teacher diversity training. It began with historical context and an overview of various types of
scholarship related to diversity in the field of education. The review continued to outline key
dimensions of and common challenges that emerge with teacher diversity training. The Clark and
Estes (2008) Gap Analysis Model was presented and relevant research on the stakeholders’
knowledge (procedural), motivation (utility value, attainment value, and self-efficacy), and
organizational influences (cultural model and cultural setting) were detailed. This chapter
culminated with the study’s unique conceptual framework that includes the relationship between
KMO influences and SEEO’s goals. The review of literature, particularly related to the KMO
influences, informed the study’s methodological instruments further discussed in Chapter Three.

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CHAPTER THREE: METHODS
The purpose of this qualitative study was to examine novice teachers' knowledge,
motivation, and perception of organizational influences related to diversity, equity, and
inclusiveness in the context of their teaching practice following participation in SEEO's Novice
Teacher Summer Training sessions on diversity, equity, and inclusiveness. This chapter details
the research design and methods for data collection and analysis. It includes an overview of (a)
the participating stakeholders with rationale; (b) data collection and instrumentation; (c) the data
analysis process; and (d) the credibility and ethical considerations for this study. The following
research questions guided this gap analysis study:
1. What is novice teachers’ knowledge related to diversity, equity, and inclusiveness in the
context of their teaching practice following participation in SEEO’s Novice Teacher
Summer Training sessions on diversity, equity, and inclusiveness?
2. What is novice teachers’ motivation related to diversity, equity, and inclusiveness in the
context of their teaching practice following participation in SEEO’s Novice Teacher
Summer Training sessions on diversity, equity, and inclusiveness?
3. What are novice teachers’ perceptions of SEEO’s organizational influences related to
diversity, equity, and inclusiveness following participation in SEEO’s Novice Teacher
Summer Training sessions on diversity, equity, and inclusiveness?
Participating Stakeholders
The stakeholder group for this study included the incoming 2019 SEEO novice teachers.
This cohort was comprised of 159 teachers from the consortium of four regions located in the
Southern United States. All teachers were in their first year of the program and participated in
SEEO’s five-week Novice Teacher Summer Training at the onset of joining the organization.

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During this training, the novice teachers engaged in content and pedagogical professional
development, including DEI sessions. Simultaneously, they planned and executed lessons part-
time during summer school. This case for this study narrowed in on the SEEO geographic
territory given the broader EEO’s national presence, developing approximately 3,500 teachers
annually. SEEO was prioritized because of its consortium model, which brought together four
different smaller regional cohorts to the summer training at the same time. The consortium
model provided the opportunity to sample a breadth of regions in one place.
The sample included 15 SEEO teachers engaging in the training to ensure a broad
representation of teachers from the 2019 cohort. Within this group of novice teachers, there was
diversity in summer training school site, regional placement, and race. This study sought an in-
depth evaluation of self-reports from 15 novice teachers following participation in SEEO’s
Novice Teacher Summer Training DEI sessions. The case-study nature of this study allowed for
simultaneous interview and document analysis methods of the same participants. The following
sections explain the decisions, criteria, and rationale for the sampling and recruitment of the
participants in the study.
Interview Sampling Criteria and Rationale
The researcher interviewed a sample of 15 SEEO teachers. Below is the set of criteria
used to narrow the sample size of volunteers for a non-random, purposeful approach. Further, the
rationale and recruitment strategy are provided in the subsequent section.
Criterion 1: Summer Training School Site
Within Southern Education Equity Organization, there are four different summer training
school sites. One school site is elementary, one is K-12, and two are secondary schools. The DEI

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session facilitators vary from school to school. To minimize the impact of variables such as
grade level and facilitator effectiveness, a purposeful sample was selected from all four schools.
Criterion 2: Regional Placement
SEEO is a consortium comprised of four regions from the Southern United States. After
the summer training, novice teachers teach in district or charter schools in their respective
regions beginning in the Fall of 2019. The regions have a two-to-three-day kickoff orientation
prior to SEEO’s novice teacher summer training and maintain contact with novice teachers
during the summer. To minimize the impact of variables related to regional placement, a sample
from the different regions was selected.
Criterion 3: Race
SEEO is a diverse teaching force. Approximately 44% of the SEEO consortium identifies
as a person of color, specifically 29% identify as Black, 5% as Latinx, 3% as Asian American or
Pacific Island, and 7% other. As discussed through the Review of Literature in Chapter Two,
education is not a race-neutral environment. Thus, it is important to purposefully sample a
racially diverse group of interviewees to gain further insights into the effectiveness of the
training given the different participant backgrounds. Such variation offers a robust set of
meaningful data (Merriam & Tisdell, 2016).
Interview Recruitment Strategy and Rationale
With the criteria above, a sample of 15 novice teachers from various summer school sites
and regional placements with diverse racial backgrounds were interviewed. The sample size was
determined to allow for purposeful variation with experience, as well as a feasible number of
interviews to conduct. While there is no direct guidance for sample size, the purpose of the
research is of consideration (Merriam & Tisdell, 2016). This study evaluated the knowledge and

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dispositions of teachers following DEI sessions at the SEEO’s five-week Novice Teacher
Summer Training. Fifteen participants’ experiences offered enough rich data for further analysis.
The researcher worked with SEEO leadership to recruit the interviewees. All 159 novice
teachers attending SEEO’s 2019 novice teacher summer training were invited to participate in
the study, and therefore, no one felt pressured or tokenized in their selection to participate. One
week prior to interviews, the leadership included a recruitment survey into the existing email
blast to all 159 SEEO novice teachers soliciting volunteers to interview. The email underscored
the study’s voluntary nature and provided information on the study’s purpose and logistics. The
survey solicited (a) name; (b) email; (c) summer school site; (d) regional placement; (e) race; (f)
gender identity; (g) willingness to participate in a recorded interview; and (h) permission for
lesson plans. Appendix A details the recruitment survey items designed to gain participant
consent and inform purposeful selection. To further recruit participants, the researcher surveyed
novice teachers in person during the morning meeting at school sites during the final week of the
summer training. The researcher worked with the participants to schedule one-on-one interviews
at the school sites and the university campus.
Twenty-eight novice teachers volunteered to a recorded interview and access to lesson
plans. A purposeful sample of 15 novice teachers in the 2019 SEEO cohort was selected for this
study based on the criteria of summer school site, regional placement, and race. The participants
represented diversity across all criteria except for a participant from the Bluegrass region and a
participant who identifies as multi-ethnic/multi-racial or other. Table 5 summarizes the
breakdown of all 159 SEEO novice teachers in the 2019 cohort and the 15 selected participants
for this study by criteria.

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Table 5
Demographics of SEEO 2019 Novice Teacher Cohort and Participants by Criteria

2019 SEEO Cohort Participants
Criteria
Percent
Distribution
Total Novice
Teachers
Percent
Distribution
Total Novice
Teachers
Summer School Site
Cedar Elementary 24.53% 39 26.67% 4
Cypress K-12 School 32.70% 52 26.67% 4
Oak Secondary School 25.16% 40 26.67% 4
Willow Secondary School 17.61% 28 20.00% 3
Regional Placement

Bayou 14.47% 23 20.00% 3
Bluegrass 4.40% 7 0% 0
Magnolia 44.65% 71 40.00% 6
Palmetto 36.48% 58 40.00% 6
Race

AAPI 3.14% 5 13.33% 2
Black 28.93% 46 33.33% 5
Latinx 5.03% 8 6.67% 1
Multi-ethnic/Multi-racial 3.14% 5 0% 0
Other or Blank 3.77% 6 0% 0
White 55.97% 89 46.67% 7

Document Analysis Sampling Criteria and Rationale
In accordance with the cardinal rule of education research to provide multiple sources of
evidence, secondary or existing data sources in the form of lesson plans were examined to
support interview data (Johnson & Christensen, 2015). Before all teaching blocks with students,
novice teachers submitted lesson plans designed to cover necessary summer school content. The
researcher leveraged the same sample of participants as for the interviews to conduct a document

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analysis of lesson plans. Consequently, the same criteria used for interviews are applied. These
included a purposeful variation of: (a) summer training school site; (b) regional placement; and
(c) race. To reiterate, the researcher conducted document analysis with the lesson plans from the
same novice teachers interviewed depicted in Table 5.
Document Analysis Recruitment Strategy and Rationale
With qualitative research methods, the use of multiple types of data collection strategies
provides more evidence for the researcher and reduces the likelihood of false generalizations
(McEwan & McEwan, 2003). The use of secondary data, such as teacher lesson plans, allowed
the researcher to utilize existing documents for further analysis (Johnson & Christensen, 2015).
The process of document analysis can support trends, fill in gaps in information, or illuminate
new interpretations that may be lost through the limitations of interviewing alone (McEwan &
McEwan, 2003). SEEO required all teachers to submit weekly lesson plans to an online portal,
and the Senior Managing Director authorized access for the researcher to use these documents
for analysis. The lesson plans revealed the extent to which the participants planned with
responsive teacher practices. The researcher cross-referenced the comments of the interviews
with the lesson plans to corroborate trends. The researcher looked at the lesson plans from week
five of the training program, concurrent with the interview process.
Data Collection and Instrumentation
This qualitative study used the methods of interviews and document analysis to
understand the research questions. Interviews uncover the participants’ perspectives and feelings
and reveal a depth of information through purposeful questioning (Patton, 2002; Weiss, 1994).
Interviews can help provide detail on the aspect of study, reveal multiple opinions, and bridge
ideas (Weiss, 1994). Common in many qualitative studies, document analysis is an efficient and

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low-cost means of supplementary data (Bowen, 2009; Merriam & Tisdell, 2016). This non-
intrusive method of data collection also helped to substantiate the data from interviews (Bowen,
2009; Merriam & Tisdell, 2016). Alone, however, documents are not sufficient to answer all
research questions and are thus a component of the fuller qualitative approach. The subsequent
sections detail the interview and document analysis tools and procedures.
Interviews
Interview Protocol
The researcher created a sixteen question semi-structured interview protocol informed by
the study’s research questions. A semi-structured interview approach provided the interviewer
with an outline for a guided conversation while allowing fluid responses to the interviewee
(Merriam & Tisdell, 2016). The interview protocol was designed strategically to include a
variety of question types to uncover a robust set of information from participants targeting all
three KMO influence categories. For example, the researcher included devil’s advocate, ideal
position, experience/behavior, opinion/value, feeling, and background/demographic questions
per guidance from Merriam and Tisdell (2016) and Patton (2002). The questions were designed
to spark conversation with the participant, using clear, easy to follow language (Krueger &
Casey, 2009). The questions were open-ended without intentionally leading the interviewee to
support the authenticity of responses (Patton, 2002). Appendix B includes the text of the
protocol. It begins with the introductory language to frame the study to interviewees and obtain
consent to interview, record, and review lesson plans. Appendix C captures the interview
questions aligned to their corresponding KMO influence.

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Interview Procedures
The researcher conducted 15 semi-structured interviews with novice teachers during the
fifth week of the 2019 SEEO Novice Teacher Summer Training following the final DEI session.
Each participant was interviewed once for 30 to 60 minutes for a total of approximately ten hours
of interviews. The interviews took place in a combination of private classrooms at the novice
teachers’ summer training school sites during the day and at SEEO’s housing facilities during the
evening, following the recommendation of Weiss (1994). The participants were very busy, and
the researcher wanted to reduce the time demands by eliminating any travel or other
inconveniences. Reserved rooms were used to offer a quiet space and honor participant
confidentiality. The researcher confirmed permission to record on an iPhone (device placed on
airplane mode). Taping the conversation enabled the interviewer to focus on the conversation
and strategic notetaking (Patton, 2002; Weiss, 1994). The researcher collected all data within the
same weeklong interval and analyzed it concurrently for a robust snapshot of novice teacher
influences following diversity, equity, and inclusiveness sessions.
Document Review
Document Review Rubric
The researcher reviewed novice teachers’ lesson plans for the procedural knowledge of
how to plan with responsive teacher practices. The rubric in Appendix D was used to inform the
document review process. It includes the four pillars of responsive teacher practices detailed in
the Procedural knowledge influence: lesson planning: (a) teacher-student relationships; (b)
content relevant to students; (c) student-driven instruction; and (d) critical consciousness. Given
academic content varies by grade, content, district, and student’s needs, the rubric narrows in on
the focus of student-driven instruction for the pillar of academic excellence. The rubric evaluated

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each pillar for evidence on a three-point scale. A score of “limited” indicated no evidence of the
pillar in the lesson plan, a score of “somewhat or mixed” indicated possible or contradicting
evidence (e.g., for content relevant to students, the plan includes popular music as a reward for
behavior management and not as part of the lesson). In contrast, a score of “evident” indicated
the pillar was consistently evident in the lesson plan. There was an open column for the
researcher to record general notes for each category. The document review was intended to
contribute to the data for the procedural knowledge related to lesson planning.
Document Review Procedures
The researcher collected lesson plans from the same purposeful sample of novice teachers
who were interviewed. All novice teachers at the SEEO Novice Teacher Summer Training
submitted weekly lesson plans to an online portal for instructional coach review. The Senior
Managing Director of the training granted access to this portal for the participants and dates
relevant to the study. The lesson plan share required little effort from the organization and
enabled the researcher to have another data point for the procedural knowledge influence of how
to lesson plan incorporating responsive teacher practices. Document analysis was non-intrusive,
consistent, and easily accessible (Bowen, 2009; Merriam & Tisdell, 2016).
Data Analysis
Data analysis is the process of making sense of raw data (Corbin & Strauss, 2008). Once
the interviews were completed and lesson plans were obtained, the researcher engaged in a
multi-step data analysis process. To prepare and organize the data, the researcher transcribed the
interviews leveraging an online tool. The researcher then checked the transcripts for accuracy,
and next, paired the transcripts with the analytic memos written during the interview process.
The researcher simultaneously gathered the participants’ lesson plans from the online portal.

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The researcher used a combination of inductive and deductive coding to analyze the
interview data. During the initial read of the cleaned transcripts and memos, the researcher
applied Corbin and Strauss’s (2008) analytic tools to draw meaning from the transcripts,
including the use of questioning and looking at language. The in vivo coding phase was an
inductive process to identify emerging themes related to the experiences of novice teachers
following the DEI sessions. The researcher used the comment and highlighting tools to capture
key quotes on the transcripts and created a codebook to log typicality.
During the a priori coding phase, the researcher read the transcripts for themes related to
the conceptual framework of this study. The researcher specifically looked for evidence in
corresponding questions for each of the knowledge, motivation, and organizational influences.
This deductive process was used to make meaning of the transcripts in relation to the study’s
research questions and to connect ideas from the emergent coding process. Similarly, the
researcher used the comment and highlighting tools to capture key quotes directly on the
transcripts and added to the codebook, including typicality. The codes were then synthesized into
assumed influences and then subthemes by grouping like ideas under the broader knowledge,
motivation, and organization influences.
Simultaneously, the researcher engaged in the process of document analysis. The
researcher initially read the lesson plan for understanding. During the second read, the researcher
analyzed the plan using a rubric containing the four pillars related to responsive teacher practices
(see Appendix D). The lesson plan was examined for evidence of the pillar and received a code
of “not evident,” “somewhat/mixed,” or “evident.” The researcher also captured open-ended
notes and applied these to the open codebook. The lesson plans offered another data point of
what the novice teachers actually planned, not simply discussed.

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Once all the data were coded, the researcher combined relevant evidence for each
influence by participant to systematically determine if responses from the participant suggested
an asset or a gap for the respective influence. Existing literature from Chapter Two was used to
make such categorizations. For all assumed influences, if the data from more than 60% of
participants (nine or more out of 15) shared similar responses, the influence was validated as an
asset or gap accordingly.
The validation process for the procedural knowledge influences required emerging
evidence for the four pillars of responsive teacher practices and the three pillars of meaningful
identity reflection, detailed in the Review of Literature respectively, to be categorized as an asset.
Additionally, the first knowledge influence involved merging interview and lesson plan data. The
researcher first separately looked for evidence of each of the four pillars of responsive teacher
practices within the interview and lesson plan data sets. An interview response was categorized
as an asset if the participant provided evidence of all four pillars of responsive teaching.
Similarly, a lesson plan from document analysis was considered an asset if there was at least
“somewhat/mixed” evidence for each of the four pillars (see Appendix D). The researcher
compared the transcripts and the lesson plans side by side, looking for evidence pillar by pillar
and alignment between data sets. Next, the researcher compared the holistic evidence (evidence
from all participants) from the interviews with the holistic evidence from the lesson plans for
each pillar. In order for this procedural knowledge influence to be validated as an asset, nine or
more of the 15 participants needed to provide evidence of lesson planning with all four pillars of
responsive practices.
To organize the findings from each influence with greater nuance, the researcher sorted
the coded data into sub-themes. For the knowledge influences, the researcher used the pillars

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mentioned above to organize participant evidence. For the motivation and organizational
influences, a subtheme emerged when at least one-third of participants (five or more) expressed a
similar idea that supported the influences’ broader categorization as an asset or gap throughout
the interviews. Each motivational and organizational assumed influence had a minimum of two
and a maximum of four subthemes. If the responses within a particular influence included
counterevidence, the researcher further looked for trends within the participants by the criterion
discussed above (i.e., summer school site, regional placement, and race). The influence
categorizations helped the researcher identify assets and gaps in Chapter Four and create aligned
recommendations in Chapter Five.
Credibility and Trustworthiness
To arrive at meaningful conclusions, all studies aim to produce credible, trustworthy,
valid, and reliable data (Merriam & Tisdell, 2016). The terms credible, trustworthy, valid, and
reliable are often used interchangeably; however, in this dissertation, credibility and
trustworthiness will be used to describe qualitative data collection. In this section, the researcher
details the following strategies for credible and trustworthy qualitative data: (a) acknowledge
researcher bias; (b) two sources of data; and (c) thoughtful tool design.
The researcher’s underlying assumptions, worldview, and biases inherently influenced
the design, data collection, and data analysis processes (Maxwell, 2013; Merriam & Tisdell,
2016). The researcher acknowledged her biases as she developed the research questions,
conceptual framework, and throughout the literature review. For example, the concepts of
diversity span several identity markers including race, class, language, physical characteristics,
religion, sexual orientation, and more. The researcher narrowed the study to focus primarily on
race, following SEEO’s priorities and her own biases of what is most critical for the novice

88
teachers. This narrowing had significant implications for criteria during the literature review
sections, reinforcing the importance of race to the researcher, and it influenced what she attended
to during interviews and throughout the comprehensive analysis. The act of acknowledging this
bias helped the researcher be mindful of the limitations of the study, clarified the purpose for
generalizability, and supported an understanding of interpretations (Maxwell, 2013).
Researcher bias seeps into the fabric of all aspects of a study, including how she operated
and related to participants. During interviews, the researcher’s reflexivity influenced how the
participants respond and, thus, the potential of the results (Maxwell, 2013; Merriam & Tisdell,
2016). Through the process of critical self-reflection, the researcher considered how she
positioned herself during interviews. In the introductory section, the researcher acknowledged
her previous roles with the organization. She indicated her prior positions as a novice teacher and
a former EEO staff member. Further, she considered how her responses influenced the
participants and correspondingly adjusted course during interviews. Throughout the data analysis
phase, the researcher paused to consider potential biases in the interpretation of data.
This study leveraged two methods including interviews and document analysis.
Incorporating two sources of data helped to reduce the impact of bias in interpretation (Bowen,
2009; Maxwell, 2013). The researcher cross-checked the novice teacher lesson plans with
interview transcripts to look for trends and accuracy in self-reporting.
The quality of the instruments used in the study supported a more rigorous qualitative
research design. The interview protocol was designed to solicit specific examples from
participants. Detailed responses are both more reliable and easier to interpret (Weiss, 1994).
Tools that provide more detail help eliminate possible alternative explanations of participant
responses (Maxwell, 2013). Further, the interview questions were piloted for understanding with

89
peer Doctoral students at the University of Southern California as well as with SEEO staff
members. The pre-testing provided an opportunity for the researcher to practice interviews
(Merriam & Tisdell, 2016; Weiss, 1994). Collectively, deliberately considering researcher bias,
leveraging two data sets, and proactively designing tools support the credibility and
trustworthiness of the qualitative data seeking to examine novice teacher influences following
diversity training.
Ethics
Ethical considerations are the foundation for valid, reliable, and just studies and should
continually be reflected on throughout the course of planning, data collection, analysis, and
reporting (Glesne, 2011; Merriam & Tisdell, 2016). There were several ethical considerations
and responsibilities for this qualitative study. To operate in accordance with ethical guidelines,
Rubin and Rubin (2012) offered the following principals: (a) show respect; (b) honor promises;
(c) do not pressure; and (d) do no harm. These principals informed the decisions for interactions
with all study participants. Further, this study received approval from the University of Southern
California’s Institutional Review Board. The board confirmed the study’s procedures and
documents adhered to ethical principles before granting permission to conducting the research.
Informed consent ensures that subjects clearly understand the purpose of the study and
agree to participate (Glesne, 2011). At the outset of recruitment, the researcher provided all
prospective participants with sufficient information on the study. The initial email included a link
with the study’s purpose, voluntary and non-evaluative nature, the high degree of confidentiality,
and the logistics of the study. The recruitment survey asked participant permission to interview
and review lesson plans. Further, prior to the in-person interviews, the researcher confirmed
participant consent to record the conversation and access their lesson plans. The researcher also

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assured participants they could withdraw from the study at any point. There were no negative
consequences of stopping participation (Rubin & Rubin, 2012).
Ethical concerns do not stop at participant consent; instead, the researcher carefully
handled the sensitive data once obtained. The researcher transparently disclosed the level of
confidentiality the subjects could expect and acted to preserve this anonymity (Glesne, 2011).
Once transcribed, analyzed, and synthesized, the recordings were permanently deleted. The
researcher used pseudonyms at all levels of describing the study, including organization name,
school sites, and regions. In the publication of results, it is important to describe subjects without
revealing language to discourage unintentionally disclosing identities (Glesne, 2011). The
researcher considered the way in which publication could impact both the participants as well as
the broader EEO.
At the core of ethical considerations rests the dynamics between researcher and
participants (Merriam & Tisdell, 2016). The researcher paid particular consideration to the
experience of the participants. All 2019 SEEO novice teachers were initially informed of and
invited to participate in the study as not to single out anyone. The researcher emphasized the
study’s purpose was not to evaluate individual performance. Additionally, there were no
monetary incentives for agreeing to join the study. The researcher also examined the power
dynamics when framing the voluntary nature of the study (Rubin & Rubin, 2012). The researcher
was a former novice teacher, coach, and instructional leader of the broader EEO, though was not
employed by the organization at the time of the study. As an outsider, the researcher sought to
establish a neutral relationship with subjects with no potential impact on their performance.

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Limitations and Delimitations
The limitations of a study include aspects beyond the control of the researcher. Studies
involving human subjects inherently face certain limitations related to the truthfulness of
responses, unique biases of the individuals, and the unpredictable and variable environment. The
researcher also made certain delimitation choices that set parameters for the study. This section
addresses the study’s anticipated limitations and delimitations as they have implications for the
accuracy of data collected.
Limitations
This study relied heavily on direct responses from the participants through interviews.
The extent to which the novice teachers responded truthfully thus becomes a limitation. A
participant may not respond honestly if they forget aspects of the incident, have a glorified
version of the past stored in their memory, or want to frame themselves positively to the
researcher (Weiss, 1994). The participants were at the early stages of their career, after engaging
in a five-week-long training. Thus, they may have had a challenging time accurately examining
their own knowledge and motivation. Additionally, the respondents may have provided a socially
desirable response, offering what they believe to be ‘right’ despite their actual belief (Robinson
& Firth Leonard, 2019). The sensitive nature of diversity increased the risk that participants may
not respond with complete honesty during interviews, thereby impacting the validity of the data.
Further, the study includes 15 novice teachers from one summer training as part of the
broader Education Equity Organization. Only one stakeholder group comprised the participants
during this study, bringing zero input from students, instructional coaches, or diversity session
leaders. Novice teachers were the target stakeholder group given their ability to influence high
levels of change with students; however, they were only a singular stakeholder group in pursuit

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of equitable education. The data was biased from one stakeholder group’s point of view. The
findings from the study provide potential gaps or assets related to the prioritized KMO
influences. However, due to the small sample size and self-report methods, the results are not
generalizable.
Lastly, the researcher was mindful of any major events that occurred that could have
caused a historical threat to internal validity and thereby influence the data (McEwan &
McEwan, 2003). For example, if a diversity session leader transitioned partway through the
summer training, that had the potential to influence the knowledge and motivation of the novice
teachers. These limitations were outside of the researcher’s locus of control, though they are
acknowledged to help ward against bias in data analysis.
Delimitations
Additionally, the delimitations set by the researcher influenced the data collected. This
qualitative study leveraged semi-structured interviews and document analysis. However, the
document analysis was only applied to one influence: procedural knowledge to lesson plan
incorporating responsive teacher practices. Therefore, the use of two data sets only benefited one
of the seven influences of the study.
Data were collected during the final week of training, following participation in diversity
sessions, within the confines of one summer. The novice teachers, thus, were asked to form
opinions within this short window. The qualitative approach during this brief summer training
impacted the total number of questions asked and the total number of interviews conducted. The
intensity of the training yielded little free time for participants to devote to the study; thus, the
researcher strategically crafted each interview question.

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Prior to data collection, the researcher synthesized existing scholarship on teaching
students from diverse backgrounds. The many different approaches and structures to enhancing
learning were distilled into pillars of responsive teacher practices. The researcher used these
pillars to organize and evaluate procedural knowledge on lesson planning. Additionally, these
pillars demonstrate alignment with SEEO’s DEI principles. However, the pillars were internal
and not shared widely with SEEO or the participants in advance of the study.
Furthermore, the researcher chose to use thorough criteria to classify as an asset for each
influence. This decision aligns with the existing literature and SEEO guidance that encourage a
level of depth and comprehension for DEI principles. Also, this choice supported consistency
across all influences. For example, for an influence to be categorized as an asset, a minimum of
nine participants needed to discuss evidence with little counterevidence. For the knowledge
influences, the criteria required evidence of a minimum of nine participants to demonstrate all
pillars described in the Review of Literature. The novice teachers were asked to discuss the
previously mentioned pillars within interviews; however, again, the researcher did not
proactively address these with SEEO before the training. These delimitations provide boundaries
for the study and impact the findings.
Chapter Summary
Chapter Three discussed the methods for the project. The criteria and recruitment for the
15 participating stakeholders were detailed for a diverse sample. The semi-structured interview
protocol and lesson plan rubric were described. The process for data analysis, as well as the
credibility, ethical, and limitation considerations, were also discussed. Chapter Four presents the
findings of the qualitative study once the data was collected and analyzed.

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CHAPTER FOUR: RESULTS AND FINDINGS
The purpose of this study was to examine novice teachers' knowledge, motivation, and
perception of organizational influences related to diversity, equity, and inclusiveness in the
context of their teaching practice following participation in SEEO's Novice Teacher Summer
Training sessions on diversity, equity, and inclusiveness. This qualitative study used interviews
and document analysis to answer research questions. The data were collected during the final
week of SEEO’s Novice Teacher Summer Training to leverage novice teachers’ availability after
the course of DEI sessions ended. This chapter presents the themes from interviews and
document analysis organized by knowledge, motivation, and organization and a synthesis of
validated influences. The following questions guided this study:
1. What is novice teachers’ knowledge related to diversity, equity, and inclusiveness in the
context of their teaching practice following participation in SEEO’s Novice Teacher
Summer Training sessions on diversity, equity, and inclusiveness?
2. What is novice teachers’ motivation related to diversity, equity, and inclusiveness in the
context of their teaching practice following participation in SEEO’s Novice Teacher
Summer Training sessions on diversity, equity, and inclusiveness?
3. What are novice teachers’ perceptions of SEEO’s organizational influences related to
diversity, equity, and inclusiveness following participation in SEEO’s Novice Teacher
Summer Training sessions on diversity, equity, and inclusiveness?
Participating Stakeholders
The participating stakeholders for this study were part of the 2019 cohort of SEEO novice
teachers. These novice teachers engaged in SEEO’s five-week intensive summer training,
including biweekly diversity, equity, and inclusiveness sessions. A recruitment message was

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included in SEEO’s daily email blast to all 159 SEEO novice teachers the week prior to the
study. Of the 28 volunteers, 15 participants were selected across three criteria for a breadth of
summer school sites, regional placements, and racial diversity described further below.
Novice teachers spent part of their summer development at school sites engaged in a
teaching practicum. The four school sites have unique instructional coaches, school leaders, and
diversity facilitators. The study sought participants from all four school sites to get a breadth of
perspective across the schools including four novice teachers from Cedar Elementary, Cypress
K-12, and Oak Secondary respectively, and three teachers from Willow Secondary. SEEO is a
consortium of four smaller regions that attend the summer training. The four regions host a brief
orientation before the summer training and support the hiring of the novice teachers’ fulltime
teaching positions for the fall of 2019. This study included six teachers from the Magnolia and
Palmetto regions and three teachers from the Bayou region. Racial diversity was additionally
purposefully sampled given education is not a race-neutral environment. Of the participants, two
identified as Asian American or Pacific Islander (AAPI), five as Black, one as Latinx, and seven
as White. Table 6 reviews the demographics of the participating novice teachers by criteria.

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Table 6
Review of Demographics of Participants by Criteria
Criteria Number of Participants
Summer School Site
Cedar Elementary
4
Cypress K-12 School
4
Oak Secondary School
4
Willow Secondary School
3
Regional Placement
Bayou
3
Bluegrass
0
Magnolia
6
Palmetto
6
Race
AAPI
2
Black
5
Latinx
1
Multi-ethnic/Multi-racial or Other 0
White 7

The 15 selected participants were given pseudonyms to honor their anonymity. Table 7
presents these pseudonyms and includes their gender identity and summer school placement
type. To preserve the confidentiality of the participants, their specific school site names, regional
placements, and racial identification demographics were omitted from Table 7, and instead,
counted on the aggregate as reviewed in Table 6. In the subsequent sections, some quotes or
analysis include details about the novice teachers’ school site, regional placement, or race. The
researcher carefully considered if the information was too revealing in these instances and
intentionally separated the content of Table 6 and Table 7 to maintain anonymity.

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Table 7
Participant Pseudonyms, Gender Identity, and Summer Teaching Placement
Pseudonym Gender Identity Summer Teaching Placement
Alison Female Secondary
Briana Female Elementary
Carol Female Elementary
Derisa Female Secondary
John Male Elementary
Katya Female Secondary
Ken Male Secondary
Mark Male Secondary
Melanie Female Elementary
Monique Female Secondary
Nolan Male Secondary
Patrick Male Elementary
Pedro Male Elementary
Themi Male Elementary
Wayne Male Secondary

The researcher worked with the 15 selected participants to schedule 30 to 60 minute
interviews during the final week of SEEO’s summer training. Data analysis commenced
following completion of interviews and collection of lesson plans. To validate an assumed
influence as a gap or an asset, more than 60% of the 15 participants (nine or more) needed to
provide a similar response. For the knowledge influences, participant responses were organized
by the related pillars discussed in the Review of Literature. For the motivation and organizational
influences, participant responses were organized into sub-themes when at least 33% of the 15

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participants (five or more) discussed the idea during the interview. In all instances, the sub-
themes supported the categorization of the assumed influence as an asset or gap, respectively.
Results and Findings for Knowledge Causes
Research Question #1: What is novice teachers’ knowledge related to diversity, equity,
and inclusiveness in the context of their teaching practice following participation in SEEO’s
Novice Teacher Summer Training sessions on diversity, equity, and inclusiveness?
Appropriate knowledge is a requisite to accomplishing goals (Rueda, 2011). Two
prominent knowledge influences were hypothesized for this study to support the novice teacher
stakeholder goal. These influences include: (a) the procedural knowledge to lesson plan to
incorporate responsive teacher practices and (b) the procedural knowledge to reflect on identity.
Data from the 15 semi-structured interviews of novice teachers, along with the review of their
lesson plans for the first knowledge influence, were analyzed. Table 8 outlines the
categorizations for the assumed knowledge influences and the typicality of evidence by
participants. The following sections detail the findings of the influences and summarize their
categorizations as assets or gaps.
Table 8
Summary of Knowledge Influence Categorizations and Response Typicality
Response Typicality
Assumed Knowledge Influence Categorization Asset Gap
Procedural Knowledge: Lesson Plan Gap 3 12
Procedural Knowledge: Identity Reflection Gap 6 9

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Procedural Knowledge: How to Lesson Plan Responsive Teacher Practices
Novice teachers’ ability to lesson plan to incorporate responsive teacher practices was the
first knowledge influence examined through this study. Being responsive requires an orientation
to teaching, and thus, there is no set list of best practices (Gay & Kirkland, 2003; Ladson-
Billings, 2006). However, the four pillars described in the Review of Literature synthesize
effective practices from previous research on successful teachers. These pillars include: (a)
teacher-student relationships; (b); content relevant to students; (c) student-driven instruction (part
of academic excellence)and (d) critical consciousness. Interview and document data were
analyzed by these four pillars independently and then side-by-side for this influence. To
categorize this assumed influence as an asset, at least nine of the 15 participants needed to
provide emerging evidence for all four pillars in responses during interviews and within lesson
plans. The interview data provided evidence that novice teachers planned relevant content for
students, though not sufficient evidence for the remaining three pillars. The lesson plan data
provided evidence that novice teachers planned student-driven opportunities, though not
sufficient evidence for the remaining three pillars. Thus, the data are indicative of a gap in novice
teachers’ procedural knowledge to lesson plan to incorporate responsive practices
comprehensively.
Interview Findings
The semi-structured interviews examined the procedural knowledge influence of lesson
planning incorporating responsive teacher practices. The participants were asked to conceptually
describe a vision of a responsive lesson, to brainstorm responsive questions and activities, and to
describe the extent to which DEI sessions influenced lesson planning (see Appendix B, questions
12-14). The findings are organized first generally, and next in the aforementioned four pillars of

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responsive practices that align with the Lesson Plan Rubric (see Appendix D). Some examples
provided by the novice teachers transcend the pillar lines and reinforce the interconnected nature
of the ideas. Only two novice teachers demonstrated at least emerging evidence of procedural
knowledge for all four pillars during the interviews.
General Statements About Lesson Plans. Ten of the 15 participants made a generally
negative statement about their knowledge or application to responsive lesson plans during the
interviews. Several participants commented about the lower quality of their lesson plans. Themi
stated, “I did fairly basic skeletons,” while Katya said, “I’m going to tell you that my lesson
plans for this week are not as flushed out.” Similarly, Wayne stated, “they’re pretty bad lesson
plans,” and Briana said, “I’m terrible with my lesson plans.” These general statements could be
indicative of the novice teachers’ procedural knowledge related to lesson plans.
Many participants indicated DEI sessions did not influence their planning process.
Monique simply stated, “I don’t think I think about [DEI] at all.” Nolan noted, “You probably
won’t find any” regarding themes related to culturally responsive teaching in lesson plans.
Briana echoed, “I don’t know how much DEI has” in reference to influencing the planning
process. John stated, “We don’t spend too much time in DEI incorporating those concepts into
our plans.” John later noted, “At this point, it’s kind of waiting for the application process in
region.” Derisa said, “I would say for me, [responsive lesson planning is] something I’m still
working on.” Themi elaborated, “As far as lesson planning itself, if I'm being honest, I haven't
really looked at lesson planning through the DEI lens. I think just given the fact that I don't really
know what I'm doing to begin with.” The participants discussed a lack of connectivity between
DEI conceptual knowledge and lesson planning procedural knowledge. These negative general
statements reinforced gaps of evidence within the four pillars of responsive teacher practices.

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Teacher-Student Relationships. Six participants included evidence of the procedural
knowledge to lesson plan for the pillar of teacher-student relationships during interviews. These
novice teachers discussed purposeful times to talk with students and incorporate knowledge of
students in subsequent conversations. Carol provided examples of the types of questions asked
during “bell ringers.” Derisa similarly explained lunch as a key opportunity to develop
relationships with students, “I have been eating lunch with my students every day… That's when
I found out the most about students, about what they did when they went home, how they felt
about certain issues, how they felt about certain goals.” Patrick discussed getting to know
students as the first step in building relevant lesson plans, “I asked my students during our lunch,
‘What are some issues that you see in your community?’ And they started to think about it and
name all this stuff. I try and put it into my lessons.” This evidence suggests that some
participants proactively planned meaningful time to get to know students and incorporated the
learnings into subsequent plans.
The remaining nine participants did not present evidence of the procedural knowledge to
lesson plan for the pillar of teacher-student relationships during interviews. In some instances,
the novice teachers elaborated on creating distance between students, while in others, the
participants simply did not provide examples. John explained that some reading comprehension
questions were written to limit the depth of conversation. He stated that discussion questions
“usually [are] very abstractly connected just so they can get some ties to the book without having
to dig deep into any personal trauma that might happen.” These types of questions are examples
of not actively cultivating teacher-student relationships.
Wayne discussed distance between teacher and students, “I think to be a culturally
responsible teacher, they have to see me as more of an authority figure with distance.” He further

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stated that a friendly relationship challenged classroom management, “I feel as a friend, they’re
more willing in class, for example, to swear or say things they shouldn’t be saying.” Pedro
similarly noted, “I’m not going to be your friend. I will be friendly, but there are more clear and
rigid boundaries that were very instrumental in maintaining some sort of control over the
classroom.” The desire for a well-managed classroom stunted an effort to build in-depth
relationships with students. Six teachers did not directly express negative statements around
teacher-student relationships, though merely did not discuss evidence of the pillar during the
interview. In total, nine out of 15 participants did not provide enough evidence or provided
conflicting evidence of the skill to plan to build relationships. Consequently, the interview data
for this pillar is indicative of a gap.
Existing research found the best teachers of students from diverse backgrounds leverage
various moments of the school day to get to know students (Farinde-Wu et al., 2017; Morriosn et
al., 2008)). These teachers carve out time for students to share personal anecdotes through
activities such as journaling or class discussions (Morrison et al., 2008). Ultimately, however,
there is not enough evidence that this was present in 60% of interviews.
Content Relevant to Students. There was the most evidence of the procedural
knowledge to plan relevant content for students through the interviews. Ten participants
provided examples of planning to make lessons relate to their students’ lives. The novice
teachers discussed ways of incorporating student interests, expanding student perspectives on
history and current events, or connecting the subject matter to broader student aspirations.
Representative of fellow novice teachers, Monique explained including students’ “names, their
favorite colors, sports, their favorite foods,” into lesson plans. Additionally, she explained that
with activities, such as “gallery walks… [I] include pictures I think they’re able to connect with

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more. I choose people in the pictures that look like the students in the classroom.” Briana
discussed researching more about student interests to make plans more relevant to students,
“Some students are always talking about playing Minecraft. I literally had to look up what
Minecraft was… another went to Atlanta this weekend. I literally checked to see how far away
Atlanta is to make the math problem.” The novice teachers incorporate anecdotes from students
and include them in the planning process.
Ken similarly changed the language from the cost of “getting your house painted” to
“buying a Nintendo” to make word problems responsive to students’ interests. He explained,
“All of a sudden, students said they were into it. Being able to relate to children and things that
are relevant in their lives is important.” Ken further stated the importance of simultaneously
exposing them to new concepts, “A test may have stuff that they can’t relate to. They still need to
have the strength and curiosity to work through that. It can also be a way to introduce new
concepts about the world to them.” Alison shared this assertion that relevant content includes
expanding students’ perspectives, “Cultural responsiveness can be things about other
communities as well. I have a global affairs degree, and I really want to make sure I introduce
students to a lot of different cultures and ideas.” These participants articulated that part of
making content relevant is expanding students’ exposure and providing multiple perspectives.
Participants frequently connected content to meaningful historical or current events.
Patrick provided an example characteristic of other fellow novice teachers, “In lesson plans, [I
relate the content] to certain social issues that may affect my students…. For example, I did a
problem where we talked about Colin Kaepernick and the work that he's doing.” Katya similarly
explained, “I incorporate modern news and politics into history, if possible.” She explained,
“They’re learning a lot about the civil rights movement, but they're not learning about how it's

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affecting them now. That’s the thing that I think is important about history. It means nothing if
you don't see how it's relevant.” The participants discussed ways of making the content relate to
students’ lives today. Two-thirds of the participants expressed at least emerging evidence related
to the pillar of relevant content, and consequently, the interview data for the pillar is indicative of
an asset.
Five participants did not directly discuss evidence of the procedural knowledge of
making content relevant to students. For example, John explained a lack of making all aspects of
instruction relevant, “With the actual student-facing handouts and stuff like that, I’m not sure
how to make those culturally responsive.” Themi discussed “classic American novels” as the
culturally relevant text choices despite acknowledging the texts are “the standard American fare
for upper-middle-class White folks.” This counterevidence demonstrates that not all participants
expressed the procedural knowledge for this pillar during interviews.
Making content relevant to students requires editing the prescribed curricular materials to
meet the needs of unique students (Ladson-Billings, 2006). Teachers incorporate multiple
perspectives and methods to reach a broad range of students (Morrison et al., 2008; Starker &
Fitchett, 2013). Two-thirds of novice teachers discussed at least emerging evidence for some
aspects of making content relevant to students.
Student-Driven Instruction. Five participants demonstrated evidence of the skill to plan
for the pillar of student-driven instruction during interviews. These novice teachers discussed
various strategies to put students as leaders of their own learning. When prompted to elaborate
on strategies to promote activism during lessons, Katya explained, “Debates really get it going.
Usually [I show] movies, photos, things that drum up the energy… Then I push them forward
with a debate.” Monique discussed the importance of the physical layout to promote student-

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driven instruction and discussion, “It is the way that desks are positioned. I'm not at the front of
the board all the time… I walk around, sometimes sit with them if we're having a discussion so
we're all in the circle.” Briana explained, “I do a lot of jigsaws and four corners… I do a lot of
group work in my class so that they are teaching each other and getting better from each other.”
Carol noted, “It's very alive and hands-on to be an effective lesson plan. …. I’ve tried to include
a lot of turn and talks, figure a problem out with your neighbor in my lesson plans.” This
evidence demonstrates that some participants proactively planned student-driven instruction.
The remaining 10 participants did not present sufficient evidence of the procedural
knowledge to lesson plan for the pillar of student-driven instruction during interviews. For
example, Themi was challenged when probing around the types of questions and activities to
include in a culturally responsive classroom, “I’m still really learning what that looks like.” He
later admitted, “I don't know that I've I looked at what the archetypal best culturally relevant
classroom is.” Wayne indicated a desire to increase student-driven instruction, though felt
challenged around the planning and execution, “I haven't been able to quite work in the stuff that
we learned in DEI for how to include all students in a classroom dialogue. That’s what I would
want to do, but I haven't been able to.” Derisa similarly expressed challenges with cultivating a
collective student culture, “While I have improved my relationships with my students on a
teacher-student level, I have not improved the relationships of my students at a student-to-student
level.” These novice teachers expressed holes in knowledge around planning student-driven
instruction. Seven teachers did not directly express negative statements around the pillar, though
they did not discuss evidence during the interview. In total, 10 out of 15 participants did not
provide enough evidence or provided conflicting evidence of the procedural knowledge to lesson

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plan for student-driven instruction. Consequently, the interview data for this pillar is indicative
of a gap.
Previous research found that effective, responsive teachers rely on a set of strategies to
place students at the center of instruction (Farinde-Wu et al., 2017). These include activities that
encourage student discussion, movement around the room, and opportunities for collaboration.
However, there is not enough evidence that this was present in two-thirds of the interviews.
Critical Consciousness. Four participants demonstrated evidence of the skill to plan for
the pillar of students’ critical consciousness. These novice teachers discussed using music, text,
and art to facilitate conversations and stoke awareness. For example, Katya explained how music
was an avenue to building students’ awareness, “Billie Holiday’s Strange Fruit, is not so
different than some of the more aggressive rap music about racism and institutionalized racism
now… We need to realize that even though lynchings aren't happening, there are still issues.”
Mark designed a plan to connect the text to current events, “We were talking about how an
author uses persuasive voice. [Students] had to read a speech about where to draw the line.” He
added, “I tied in the Freedom Summers, why that was important, and who they were standing up
for because they're in the [South] and that was a big part of [the community] during that
summer.” The content of what the students read fueled conversations for local activism.
Similarly, Carol used her class as a vehicle for activism. The novice teacher stated, “A
huge aspect of [my content] is social justice, communicating change, and being an activist.” She
cited examples from previous lessons including a discussion and project for “plastic-free July,”
and noted her fifth-grade students are “already aware and want to make a change.” To plan for
these lessons, Carol incorporated a “principle of design” with the overarching theme for the
summer, “citizenship.” She then explained, “I took [the principle of] movement and [the theme

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of] leadership. I found where the artist is using movement and his activism to be a leader.” This
evidence demonstrates that some participants proactively planned instruction with students’
critical consciousness in mind.
The remaining 11 participants did not present evidence of the procedural knowledge to
lesson plan for the pillar of critical consciousness during interviews. Briana explained, “I think
it’s really important. I just do not know exactly how it's going to look in my classroom.” SEEO
selects many of the texts for novice teachers to read with students during the summer training.
John expressed challenges with reading books related to race, “Because a lot of the books that
we've read, I don't know what's the what's happening with [SEEO], but they love those crazy
books, really getting at the heart social issues that are sometimes difficult to read.” The novice
teacher expressed apprehension to discuss texts related to social issues, which could be
connected to the ability to plan to have such conversations with students.
Some participants acknowledged the challenges when trying to build critical
consciousness with students. For example, Alison and Ken aimed to use math as a vehicle for
illuminating inequity for income and incarceration rates, respectively. Alison explained, “I did an
income inequality class to teach ratios. Each student was assigned a different wage per hour and
talked about if it’s fair or not.” Ken similarly discussed a graphing lesson which “presented
graphs over time of African American versus White incarceration rates.” However, both Alison
and Ken discussed difficulty with planning the lessons. Alison stated, “I don't think they
completely understood the need for income equality and the fact that it is really unequal.” Ken
further emphasized, “I don’t have the tools where I can go do that consistently…. No tools
[shared this summer] have a social justice lens.” In the face of effort to facilitate student critical
consciousness, these novice teachers were challenged by how to further plan ideas. Seven

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teachers did not directly express negative statements around planning for students’ critical
consciousness, though merely did not discuss evidence of the procedural knowledge during the
interview. In total, 11 out of 15 participants did not provide enough evidence or provided
conflicting evidence of the skill to facilitate critical consciousness. Consequently, the interview
data for this pillar is indicative of a gap.
Previous research suggests effective teachers provide information and inspiration around
justice to students (Morrison et al., 2008). These teachers may stoke a passion for community-
wide issues or broader global issues. However, there is not enough evidence that a sense of
critical consciousness was present in the majority of interviews.
On the aggregate, 13 of the 15 participants demonstrated no evidence or negative
evidence for at least one of the pillars of responsive teacher practices. Therefore, the data from
the interviews is indicative that the procedural knowledge influence related to lesson planning is
a gap. The majority of teachers did not discuss evidence for the pillars of teacher-student
relationships, student-driven instruction, and critical consciousness. The pillar of content relevant
to students was a bright spot as 10 of the 15 participants provided evidence during interviews.
Document Analysis
Novice teachers’ procedural knowledge regarding lesson planning with responsive
teacher practices was also assessed through document analysis. All participants permitted access
to their most recent lesson plan from the summer training. The researcher used the Lesson Plan
Rubric (see Appendix D) to analyze the lesson plans for the four pillars of responsive teacher
practices. The lesson plans were given a score of “not evident,” “somewhat/mixed,” or “evident”
for each pillar based on previous literature. To categorize the lesson plans as an asset, a
minimum of nine participants needed at least “somewhat/mixed” evidence for all four pillars.

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However, document data alone suggest this procedural knowledge influence is a gap because
zero of the 15 lesson plans included evidence of all four responsive teacher practices.
Teacher-Student Relationships. The document analysis revealed the procedural
knowledge to lesson plan for the pillar of teacher-student relationships to be a gap for novice
teachers. Three lesson plans included evidence for the pillar at the “somewhat/mixed” level. For
example, Katya leveraged the “Do Now” portion of the lesson as an opportunity to share about a
prior experience. Her lesson plan included the prompt, “Can you think of a time where you felt
like you were being treated unfairly? How did it make you feel? Did you want to retaliate?”
During the interview, Katya shared that considering students various identities influenced the
planning process. Melanie included several pieces of evidence to build relationships with
students, including “music playing as student enter,” a “Do Now” that asked, “Would you rather
live at the beach or in the mountains? Why?” and a closing circle for students to “share
something learned.” This evidence demonstrates that some participants proactively planned
teacher-student relationships instruction.
Twelve of the lesson plans did not include evidence of the procedural knowledge to plan
teacher-student relationships. These lesson plans did not include negative statements or barriers
to building teacher-student relationships. However, they did not include evidence of this pillar
within the plan and were evaluated as “not evident.” Thus, the lesson plan data for this pillar is
indicative of a gap.
Content Relevant to Students. The document analysis revealed the procedural
knowledge to lesson plan for pillar of content relevant to students to be a gap for novice teachers.
Four lesson plans included “somewhat/mixed” evidence for the second pillar. Three math
teachers used students’ names and interests in word problems or prompts. Wayne framed a math

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problem with “Kyrie Irving currently scores an average of twenty-four points per game…”
During the interview, the novice teachers expressed his students’ interests in basketball. Within
the planning template, Briana, an elementary math teacher, indicated, “I can help students create
connections to their own lives and interests by incorporating them into my story problems. I will
find out what interests my students and use those interests to write a meaningful story.” Problems
included a combination of students’ names, interests, and local vendors such as, “Elin goes to
Cotton Row bookstore with $88. She buys Harry Potter and the Sorcerer’s Stone for $27. How
much money does Elin have left?” Patrick also planned to solicit students’ input to generate
connections to the elementary math lesson by asking a series of questions about the importance
of tickets and money. The subsequent word problems included questions related to tickets. These
three math teachers consistently used student interests within the context of the problems.
However, there was no further evidence to include real-world examples, multiple points of view
on the same topic, authors/role-models/examples of people of color, primary sources, or
materials from students’ homes as described in the rubric (Farinde-Wu et al., 2017).
John’s lesson plan included prompts to make the book’s content relevant to students,
“Invite students to make connections about a time when they were almost certain that they would
fail. What did it feel like and why?” Additionally, his plan included, “Have students infer what it
must have felt like to be Wilma given the intense pressure she must have felt as the fourth runner
and the media buzz from winning the two medals prior.” John planned for the text’s content as a
vehicle for students to make connections and inferences. The evidence demonstrates that four
participants proactively designed instruction relevant to students.
Eleven of the participants’ plans did not include evidence of the procedural knowledge to
plan content relevant to students. These lesson plans did not include negative statements or

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barriers to making the content accessible; however, they did not include evidence of this pillar
within the plan and were evaluated as “not evident.” Many of the texts were assigned or selected
from a limited curation during the summer training. Six novice teachers used texts that seemed
related to students or referenced themes students could be interested, but the plans provided no
evidence of facilitating such connections with the content. While this may happen organically in
the classroom, there was no evidence that the plan included making the content relevant for
students. For example, Mark read a text where the protagonist “faces an internal conflict that
forces him into isolation…[Jared] becomes the dynamic character that our central theme of
understanding and accepting who we are is a real possibility, but only if we take a leap of faith.”
The text, itself, could be relevant for students, but the questions in the plan do not elicit such
connections. Thus, there was not enough evidence the content was relevant to students in the
plans. Consequently, the lesson plan data for the pillar of relevant content is indicative of a gap.
Student-Driven Instruction. The most evidence found in novice teachers’ procedural
knowledge of lesson planning related to the third pillar of student-driven instruction. Eleven of
the 15 participants’ lesson plans included at least “somewhat/mixed” evidence of student
involvement. The novice teachers planned to use strategies such as “think, pair, share;” “four-
corners;” and other partner work for a portion of the lesson. For example, Briana planned 10-
minutes of partner work:
For guided practice, I will divide students into pairs. Each pair will get a cup with
scenarios (word sentences) on a strip of paper. Each partner will draw a word problem
from the cup. One member of the group will be writing as the other student will “coach”
their partner. They will try to use the different strategies that have been discussed today.
This plan asked students to work together to solve word problems.

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In addition, some novice teachers’ plans placed students as creators of learning. For
example, Alison planned for groups to “each design a solar farm” during workshop time after
providing a set of specifications. Ken designed a portion of the lesson that required students to
describe the story of a graph, “Give students random graphs with no labels on the axis, and they
have to, in groups, come up with a story about the graphs. They will share this story with the
class including what the variables and scale are.” This evidence demonstrates that some
participants proactively planned for student-driven instruction. During the interviews, five
participants similarly discussed a vision of hands-on or cooperative learning.
Four participants’ plans did not include evidence of the procedural knowledge to plan
student-driven instruction. These lesson plans did not include negative statements about students
at the helm of learning; however, they did not include evidence of this pillar within the plan and
were categorized as “not evident.” This counterevidence suggests that not all participants have
the procedural knowledge to plan for student-driven instruction. Nevertheless, the vast majority
of plans (11) showed at least “somewhat/mixed” evidence, and thus, the document data for this
pillar is indicative of an asset.
Critical Consciousness. The document analysis revealed the pillar of critical
consciousness to be a gap for novice teachers. Only one lesson plan included “somewhat/mixed”
evidence of the fourth pillar of critical consciousness. Carol’s lesson included a painting critique
of Kehinde Wiley. She planned time to discuss “how is he being a leader/activist” through
critiquing pieces of art. She also spoke in-depth about fueling activism during the interview. This
evidence demonstrates that one participant proactively planned instruction to facilitate students’
critical consciousness. Conversely, the vast majority of lesson plans did not have evidence, and
this pillar was considered a gap.

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Fourteen of the participants’ plans did not include evidence of the procedural knowledge
to plan to facilitate student awareness or empowerment. These lesson plans did not include
negative statements or barriers to facilitating critical consciousness; however, they did not
include evidence of this pillar within the plan and were evaluated as “not evident.”
Considering the documents on the whole, none of the lesson plans had at least
“somewhat/mixed” evidence in all four pillars of responsive teacher practices. Accordingly, the
evidence from the documents suggests the procedural knowledge influence related to lesson
planning to be a gap. The majority of lesson plans did not include evidence for the pillars of
teacher-student relationships, content relevant to students, and critical consciousness. The pillar
of student-driven instruction was a bright spot as 11 of the 15 participants provided evidence
within lesson plans.
Merging Interviews and Document Analysis
There were inconsistencies between the interview data and document data; however, both
revealed overall gaps with novice teacher procedural knowledge to lesson plan to incorporate
responsive practices. When comparing instances of evidence for each pillar of responsive
practices within interviews and lesson plans at the participant level, more evidence was generally
found from interview data. Eight novice teachers discussed more ideas of planning with
responsive teacher practices during the interview than were evident in lesson plans. For example,
Katya talked extensively about the four pillars during the interview. However, in her lesson plan,
there was no evidence of relating the lesson on the Treaty of Versailles to students or facilitating
their critical consciousness. Three participants discussed the same type of evidence during
interviews as was present in the lesson plans, and four participants discussed less during
interviews than was evident in plans.

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The holistic interview data from all participants compared to the holistic document data
from all lesson plans also presented inconsistencies when analyzed by pillar. There was more
evidence within the interviews than within lesson plans for three out of four of the pillars. For the
pillar of teacher-student relationships, six novice teachers discussed evidence during interviews
as compared to only three in lesson plans. Similarly, four novice teachers discussed evidence for
the pillar of critical consciousness during interviews as compared to only one in lesson plans. For
the pillar of relevant content, 10 novice teachers discussed ideas during lesson plans compared to
only four in lesson plans. The pillar of student-driven instruction was the only pillar with
instances of more evidence in lesson plans compared to interviews. Table 9 summarizes the
instances of evidence within interviews and lesson plans from the 15 participants for each of the
pillars of responsive practices.
Table 9
Instances of Evidence by Pillar of Responsive Practices
Pillar of Responsive Practices Interview Evidence Lesson Plan Evidence
Teacher-Student Relationships 6 3
Content Relevant to Students 10 4
Student-Driven Instruction 5 11
Critical Consciousness 4 1

The interview questions probed for the types of activities and questions the teacher could
include, not exclusively how the novice teachers were actually planning. The discrepancies
between data could be a function of the generative nature of the interview questions and the
narrow sample of a single lesson plan. The holistic view reinforces the identified gap as three out
of four pillars categorize as gaps for both the interview data alone and lesson plan data
independently. After combining the data sets, only three participants provided evidence of all

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four pillars of responsive practices. This procedural knowledge influence was confirmed as a gap
because 12 of 15 participants did not provide evidence of the knowledge to plan all four pillars.
Lesson Planning by Criteria. Twenty percent of participants provided evidence of all
four pillars of responsive practices with the combined interview and document data. All three of
these novice teachers were from the Palmetto region. No teachers from any other region
provided sufficient evidence for all four pillars, and no additional trends were found related to
lesson planning by other criteria.
Summary
The combined interview data and document data supported the categorization of the
assumed procedural influence that novice teachers need to be able to lesson plan incorporating
responsive teacher practices as a gap. The interview data contained instances of discussing
planning with responsive practices; however, only two novice teachers were able to discuss all
four pillars. The lesson plan data revealed further gaps in this procedural knowledge, as zero
novice teachers’ plans included evidence (even “somewhat/mixed”) for all four pillars. This
procedural knowledge influence addressed the first research question by providing data on
novice teachers’ knowledge following SEEO’s summer training DEI sessions.
Procedural Knowledge: How to Meaningfully Reflect on Identity
Novice teachers’ procedural knowledge of identity reflection was the second knowledge
influence examined through this study. This procedural skill is comprised of three pillars
discussed in the Review of Literature based on existing research: (a) understanding identity; (b)
addressing biases; and (c) mitigating stressors. In order to classify this procedural knowledge
influence as an asset, a minimum of nine out of 15 participants must demonstrate emerging

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evidence for all three of the pillars. Semi-structure interviews were exclusively used to examine
this influence.
Interview Findings
The participants were asked to detail their process for reflecting on identity, explain a
process for recognizing biases, and discuss working through discomfort during the reflection
process (see Appendix B, questions 7-9). The findings are organized in the aforementioned three
pillars of meaningful identity reflection. Novice teachers relied on similar strategies while
working through the aspects of identity reflection which included discussing with others,
journaling, and educating selves as discussed further below. The interview data revealed that
although the majority of novice teachers understand their identity and state strategies for
addressing biases, most have challenges with mitigating stressors.
Understanding Identity. Twelve of 15 participants openly discussed different aspects of
their identities at some point during the interview. There is a continuum to the extent the
participants articulated an active process for self-reflection, though it was apparent that the
majority were clear on their own identities. Discussing with others and journaling were two
prominent methods for reflecting on identity. For example, Ken discussed conversing with
others, “I'm an out loud thinker. I need to have a space where I can discuss. I can have a prompt
and discuss an issue with someone.” Mark elaborated on his written reflective process, “I'm big
on writing. That’s how I found that I express myself. I write a lot of reflection thoughts or
journal entries, or I write poetry to get that out.” The novice teacher explained questions often
include, “How are you going to grow from this? How did it scar you in a way that you feel you'll
have to grow from it? What can you do to get the hope that you need to let it go?” Participants

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were able to describe strategies to help think through cultural reference points as Hammond
(2015) recommended when exploring identity.
Other participants spoke about the continuous nature of understanding identity. For
example, Alison stated, “This summer, it's entailed going back to questions that I thought I had
answered and reconsidering them… Recognizing complexity where I thought I had an answer,
but maybe it's not the full answer.” One novice teacher’s reflection was emblematic of
participants who discussed the various facets of their identity:
I think about race. That's what I grew up seeing on a day to day. Then my mind next goes
to my class and how the environment that I grew up in, being able to grow up in a more
middle-class environment, how that may affect my race on the day to day… how it's
helped my social capital in certain ways and helping me get to where I'm at today. Also,
gender, me being a cisgender, heterosexual male. I try and think about all these little
different things and how it may relate to certain privileges I do have. Then look at all
these other privileges I don't have.
Understanding identity is an ongoing cycle that requires deep analysis (Gay & Kirkland, 2003;
Hammond, 2015).
Three interviews provided insufficient evidence of understanding identity. For example,
Pedro stated, “I think about all the multitudes we contain;” however, the participant did not
elaborate on any aspects of such multitudes. Themi was selective about which aspects of identity
to explore, “While I see the relevance of [sexual orientation and gender identity], the relevance
piece wasn’t there as much for me. I haven’t had to deal with that yet.” He noted, “That just
hasn’t really come up as much because I don’t think anyone [in my class] identifies as anything
other than heterosexual.” This statement suggests that Themi does not explore identity markers

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not immediately relevant to himself or his circumstance. The three teachers lacked the openness
required to fully understand identity (Garmon, 2005). Although there are counterexamples, the
vast majority of novice teachers (12) demonstrated the ability to understand identity during
interviews.
Addressing Biases. When probed around addressing biases in particular, 10 participants
demonstrated evidence that they addressed personal biases during the interviews. Similar to the
theme of understanding identity, participants relied on strategies for this component of the
procedural knowledge. Common strategies included deep self-reflection, discussions with others,
and seeking education or some combination. However, five participants did not effectively
describe how they addressed biases.
Deep self-reflection was a trend across four of the interviews. For example, Derisa noted
that addressing biases requires “intense self-reflection. Sometimes the thing about biases is that,
and what makes them so bad is, sometimes we don't even realize that they're occurring.” She
went on to explain that it required asking, “Why did I make this action? What was the root cause
or the root belief?” Similarly, John indicated that biases are hard to recognize without reflection,
“They’re so difficult to recognize. You don't really recognize them until you reflect… look back
to your day, see what you said, how you set it. Also checking in with your kids too at the end of
every day.” A commitment to continual reflection is key to addressing implicit biases
(Hammond, 2015).
The data indicated six participants sought the perspectives of others as a method for
addressing biases. Mark, for example, discussed a proactive stance to reaching out to about
biases, “If I feel like I have a bias, I'll try to talk to someone about it who may have more
experience or expertise in something.” He explained, “I try to keep my mind as open as possible

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and not assuming anything upon those biases that I may have.” Katya discussed a strategy of
asking a diverse network for input, “My friend group is all over the map with sexuality, religion,
race. I’ve asked them if they have seen me present any biases, if there's any microaggression or
microtransactions that they've seen.” Derisa suggested the power of conversing with others to
illuminate biased actions, “It wasn't until someone verbalized [the bias]… that I realized that I
was enacting a bias, and I was enacting a systematic issue. At the time didn't know how to
verbalize it.” She explained how she took action to make changes on behavior as a result.
Conversations with others of different backgrounds can expand perspective and widen one’s
interpretation aperture as a way of uncovering biases (Hammond, 2015).
Several participants discussed the strategy of education to address biases. Like others,
Melanie noted an interest in reading as a method for addressing biases, “I like to read and
educate myself more about it to know why… and then how to unlearn that.” Patrick explained a
personal story about how a linguistics class illuminated biases he held about dialects. He
expressed, “You need to do more education [to learn] about, what is the root cause of why you
may talk in this way, why you may act in this way, why you look this way.” Carol offered a
response that leveraged multiple strategies to addressing biases including, “Conversations I’ve
had with friends, through documentary, constantly working through these things, never allowing
yourself to be complacent, and continually focusing on educating yourself, working through
history, and knowing that people have been systematically oppressed their whole lives.” She
explained that it is “not anybody’s job to point out biases for you” and employs the strategies to
expand awareness. Through education, one can change how a situation is interpreted to
illuminate biases or other perspectives (Hammond, 2015).

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Five participants did not describe or demonstrate how they address biases within the
interview. For example, Pedro acknowledged biases might be present given life experiences, “It's
interesting to see that a lot of the biases may come from our upbringing and our experiences with
other people.” However, the participant did not explain how to address or break down biases.
Wayne similarly expressed the skill of identifying biases though fell short of the interest in
addressing them, “I’m pretty willing to recognize and acknowledge that [I have a bias].
Although, I'm not sure if I want to change it, but you know, I know that it's there.” Themi noted
that reversing biases can be challenging, “It’s your bias that needs to be undone. I'm still trying
to figure that out, and I don't understand it fully.” He discussed a values difference with students
related to “worship of the written word,” though was challenged with how to address the bias
and support students. Addressing biases can be very challenging, often leading to increased
stress levels for individuals (Hammond, 2015).
Mitigating Stressors. When further probed about mitigating stressors, only six of the 15
participants provided sufficient evidence of this pillar of identity reflection. These participants
detailed strategies to work through stressful conversation and engage in “friction,” as Katya
called it. When asked about working through stressful moments of identity reflection, Katya
discussed a process of seeking input from a diverse group, “It is a mixture of having a group you
can identify with, and then branching out to a group that can help you do better. Break it down
and then build it back up.” She asserts that identity reflection is a balance between doing the
work with people with whom you identify similarly with and individuals with different
perspectives.
Briana acknowledged identity reflection leads to feelings of White guilt, “When I think
about my identity, there's a lot of guilt associated with it, but I can't bring that guilt in the

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classroom. I can't be operating out of White guilt with my students.” To overcome such
emotions, she explained gaining perspective and talking with an instructional coach, “It's a lot of
reminding myself that not a single person here picked any of these markers... I talked to my
instructional coach about it.” Carol similarly expressed challenges with White guilt, “There’s
always White guilt… it’s hard to traverse that line of identities, recognizing when you are
privileged and when you are not… I understand you, but I’m also not trying to undermine your
disadvantages.” When further probed about the process for working through the emotion, Carol
stated, “I’m constantly journaling. I have a notebook with me at all times. Whenever I am feeling
that conflict, the first thing I do is write through it.” Zooming out for a different perspective,
seeking the advice of others, and journaling are common strategies to help work through feelings
of guilt, shame, anger, or confusion when reflecting on identity (Hammond, 2015; Norris, 2016).
Nine participants did not provide sufficient evidence of this pillar during interviews. For
example, Derisa discussed a limit to the depth of reflection, “Some parts of me are still guarded
just because that’s who I am. As a person, when it comes to my own issues, I’m not very
forthcoming with my own vulnerability.” Melanie similarly noted, “Reflecting on your identity
and stuff that’s in your childhood, how it’s affecting you now, sometimes that’s harder for me to
do.” The act of understanding identity and addressing biases can cause internal discomfort that
needs to be mitigated in order to change behaviors (Hammond, 2015).
Other participants expressed discomfort from external causes. For example, Monique
expressed challenges with working through emotions and the frustrations with the DEI session
norms, “I don't know if I've worked through those emotions. It makes me uncomfortable. I know
some of our agreements are experience discomfort and accept non-closure. Yeah, those are those

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are hard. Because I like closure, I'm a problem solver.” Alison indicated the group size was a
source of discomfort:
It’s been difficult to reflect on identity in some cases, and I think this goes back to group
size. Particularly, as a White person, I think the bigger the group is, the easier it is to
make generalizations… There’s a lot of automatic assumptions that go in because I’m a
White woman talking about something, not considering what other identities I have.
White fragility is a defensive tone White people often carry when reflecting on race (DiAngelo,
2018). Although this quote could be emblematic of how the participant interpreted the interview
questions and illustrative of organizational culture, the novice teacher externalizes the discomfort
of identity reflection.
Some participants did not show evidence of mitigating stressors during identity reflection
or significantly engaging with the material presented. Nolan put the onus on the DEI sessions, “I,
unfortunately, haven’t learned a lot from the sessions.” The participant explained, “I take time to
warm up to things” and relied on “upbringing” for a sense of identity. Pedro stated, “I’m
probably just going to put my two cents but no more than my two cents.” Meaningfully
reflecting on identity requires a commitment to working through triggering emotions (Hammond,
2015). The majority of the novice teachers (nine) did not discuss evidence of the procedural
knowledge to mitigate stressors during intense conversations, and thus, limited the depth of
reflection.
Mitigating Stressors by Criteria. When prompted during the semi-structured
interviews, six participants explained a process or strategies to mitigate stressors or work through
emotions during identity reflection. Five out of six of the novice teachers from the Palmetto
region interviewed for this study demonstrated the procedural knowledge. The remaining

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participant was from the Magnolia region. No teachers demonstrated the procedural knowledge
from Bayou. No additional trends were found related to mitigating stressors by other criteria.
Summary
The interview data supported the categorization of the assumed knowledge influence that
novice teachers need to know how to meaningfully reflect on identity as a gap. Although the
majority of participants discussed evidence of understanding identity and addressing biases, there
was less evidence of the pillar to mitigate stressors. Only six novice teachers explained a process
to work through the emotion, an indicator of the depth of identity reflection. This procedural skill
influence addressed the first research question by providing data on novice teachers’ knowledge
following SEEO’s summer training DEI sessions.
Results and Findings for Motivation Causes
Research Question #2: What is novice teachers’ motivation related to diversity, equity,
and inclusiveness in the context of their teaching practice following participation in SEEO’s
Novice Teacher Summer Training sessions on diversity, equity, and inclusiveness?
Motivation and knowledge work symbiotically to support learning and development
(Clark & Estes, 2008). Motivation impacts an individual’s willingness to start, persist, and put
forth effort in a task (Rueda, 2011). Three prominent motivational influences were hypothesized
for this study to support the novice teacher stakeholder goal. These influences include (a) the
utility value in grounding in justice; (b) the attainment value in identity reflection; and (c) the
self-efficacy to demonstrate responsive teacher practices. Data from semi-structured interviews
with 15 novice teachers were analyzed to identify the assumed influences as gaps or assets. Table
10 outlines the categorizations for the assumed motivation influences and the typicality of

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evidence. The following sections detail the findings for the three motivation influences with
responses organized by subthemes that support their respective categorizations.
Table 10
Summary of Motivation Influence Categorizations and Response Typicality
Response Typicality
Assumed Motivation Influence Categorization Asset Gap
Utility Value Asset 14 1
Attainment Value Asset 12 3
Self-Efficacy Gap 4 11

Utility Value: Ground in Justice
Novice teachers’ utility value of grounding in justice was the first motivation influence
examined through this study. The most effective teachers operate with a personal critical
consciousness (Duncan-Andrade, 2007; Ladson-Billings, 1995). The theme of teaching as an
avenue for change is the core of grounding in justice. As synthesized in the Review of Literature,
the various approaches to supporting students from diverse backgrounds seek improved
outcomes and a transformation regarding the approach to education. To categorize this assumed
influence as an asset, at least nine of the 15 novice teachers needed to specifically discuss such a
value in grounding in justice during interviews.
Interview Findings
The semi-structured interviews explored the motivational influence of novice teaching
seeing the utility value of grounding in justice. Participants were asked to discuss the
prioritization on social justice as a way to promote educational equity and the ways in which a
justice orientation is beneficial or unbeneficial to work with students (see Appendix B, questions
5, 5a, and 5b). During the interviews, all but one of the novice teachers expressed the focus on

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social justice to be beneficial for their students. The interview data indicated the vast majority of
participants (14 of 15) believe in the importance of a justice orientation for students, and thus,
the influence was categorized as an asset. The responses are organized into two sub-themes
where at least five participants repeated the idea throughout the interviews supporting the
categorization of utility value as an asset: (a) aligns to teacher’s purpose and (b) supports
students’ critical consciousness.
Aligns to Teacher’s Purpose. When expressing a utility value in grounding in justice,
five participants explained how the focus aligns with their overall purpose as teachers. The
participants discussed how changing the educational system was the foundation of their ultimate
goals with students. Emblematic of these types of responses, Mark stated, “If you don't focus on
the injustices that you have to do inside of the educational system, then you won't fully be able to
reach what it is that you're aiming for.” He underscored the criticality of grounding in justice in
pursuit of providing equitable education. Katya elaborated with a similar remark about
systematic educational change, “We are gatekeepers. If we set a culture of collaboration, of
picking apart the system and fixing it, that's going to carry into [students’] lives. If we can make
our system do that, we can change the system effectively.” Patrick emphasized the integral role
of grounding in justice, “I think social justice should be in everything we do. Especially a system
that is so unjust in how it was established and how it relates to people of different races and
classes.” Nolan connected grounding in justice to SEEO’s overall mission, “I don't feel like
anyone would join [SEEO] if that wasn’t their focus.” Themi similarly noted, “In doing [SEEO],
there’s an inherent commitment to social justice. Looking at it through the lens of DEI, I think it
makes a lot of sense.” These participants explained the utility of grounding in justice as aligned
to their overarching purpose of educational equity.

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Supports Students’ Critical Consciousness. When expressing a utility value in
grounding in justice, six participants discussed how the orientation supported student awareness
and critical consciousness beyond the prescribed academic content. For example, Monique
stated, “the more that [students are] educated on injustice and justice, then they're able to be able
to navigate their future in a way that hopefully will keep them on the side of justice and not
injustice.” She explained the rationale for grounding in justice at the student level and the
importance for students’ futures. Student critical sociopolitical consciousness is the knowledge
and empowerment to critique and change social inequity (Ladson-Billings, 1995). Monique
stated value in grounding in justice as a utility to facilitate student critical consciousness.
Derisa similarly expressed how grounding in justice is a value to students, “It benefits my
students because it puts them in a frame of thought to become critical of their community and
their society.” The expression “puts them in the frame” explained how such an awareness
supports students’ critical consciousness and encourages them to be agents of change. This value
in justice to facilitate critical consciousness is consistent with Duncan-Andrade’s (2007) study of
the most successful urban public-school teachers who believed students from low-income
communities are the most likely to change the world. Six participants expressed similar
comments related to the supporting students’ critical consciousness.
Counterexamples. Wayne was the only novice teacher to express a concern related to
utility value. He stated, “I personally think that's not as important as just training to be a good
teacher.” The participant did not connect the value of grounding in justice as part of effective
teaching for students.

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Summary
The interview data supported the categorization of the assumed motivational influence
that novice teachers need to see the utility value of how grounding in justice benefits their
students as an asset. Fourteen participants expressed the benefit of grounding in justice for their
students. Novice teachers discussed the utility of facilitating students’ critical consciousness and
connected the justice orientation to their ultimate goals as teachers or the SEEO organization.
This value influence addressed the second research question by providing data on novice
teachers’ motivation following SEEO’s summer training DEI sessions.
Attainment Value: Identity Reflection
Novice teachers’ attainment value in identity reflection was the second motivation
influence examined through this study. Identity reflection can promote more equitable practices
as it can help teachers understand classroom dynamics and ignite a passion for the teachers (Gay
& Kirkland, 2003; Kelly-Jackson, 2015). To categorize this assumed influence as an asset, a
minimum of nine of the 15 novice teachers needed to express importance in identity reflection
for their work as educators during interviews.
Interview Findings
The semi-structured interviews explored the motivational influence of novice teachers
seeing the attainment value in identity reflection as part of effective teaching. Participants were
asked to discuss the ways identity reflection supported efforts with students (see Appendix B,
questions 11, 11a, and 11b). Twelve of 15 participants discussed the importance of identity
reflection to some degree during the interviews, and thus, the influence was categorized as an
asset. The responses are organized into two sub-themes where at least five participants discussed
the idea during interviews supporting the categorization of attainment value as an asset: (a)

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teacher’s identity reflection impacts interactions with students and (b) identity reflection supports
responsive practices. While all participants expressed some importance of the task of identity
reflection, three counter opinions were also stated.
Teacher’s Identity Impacts Classroom Interactions. During interviews, seven of the
15 participants discussed a connection between the teacher’s identity and consequent interactions
with students. For example, Alison explained, “How we think that we identify affects our
interactions with our students specifically.” Similarly, Nolan associated teacher identity and
classroom impact, “Understanding how your race, gender, sexual orientation, or anything of that
nature is incorporated into the classroom, because whether you like it or not, it is.” Mark
emphasized an interest in reflecting on this relationship, “We want to think about how our
identity plays a part in our classrooms.” Carol related DEI’s purpose to this attainment value,
“During DEI, I have a deeper look into myself and who I am as a person and how that also
affects my students in the future.” Derisa discussed the classroom impact of the act of reflection,
“Self-reflection has really made me think about my actions and being more intentional about
them.” This correlation between identity and classroom interactions suggests value novice
teachers place on identity reflection.
Patrick and Ken elaborated on how identity reflection helps to illuminate biases which in
turn impacts interactions with students. Patrick discussed how reflection uncovers potential
biases and points of connection, “Because you're allowed to see the biases that you may have
had. You're allowed to also find commonality between you and your students where you may
have thought there were differences.” Patrick further stated reflection can help teachers identify
areas for further reflection, “I need to do some more work here in order to actually be as
impactful as I can be for my students.” Ken emphasized the value of reflecting on biases, “If I

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truly believe in educational equity and making sure that every single one of my students
succeeds, then I need to recognize and dismantle any biases that I have that may prevent that
from certain students.” He connected reflecting on biases with the ultimate goals of SEEO.
Existing literature indicates that students internalize the biases teachers hold and underscores the
importance of reflecting on these (Hammond, 2015).
Identity Reflection Supports Responsive Practices. Six novice teachers discussed how
identity reflection supports responsive practices during the interviews. Carol, for example,
summarized how identity reflection is a requisite to culturally responsive teaching:
If you're not willing to go home and think about your identity and how that reflects on
your students, you're not going to be a culturally responsive teacher. If you don't think it
matters, who you are in regard to them, you're not going to be able to teach them.
She underscored the connectivity between teacher identity and responsive practices, which aligns
with the existing research that reflection is a necessary practice of culturally responsive teaching
(Gay & Kirkland, 2003; Hammond, 2015).
Several participants also addressed how reflecting on identity can help build connections
and empathy with students, a foundational responsive teacher practice. For example, Carol later
stated, “It’s just important through your identities to understand where you have privilege and
where you don't, and to use those [reflections] to connect with your students.” As a result of
reflecting on identity, Katya similarly discussed, “I can empathize better. I can't empathize
completely because I don't know what it's like to be profiled in the same way. But it has
increased my awareness because it's not like I've gone through life without any friction.” Katya
explained how using personal experiences created a basis for understanding prejudices students
may encounter. Further, identity reflection can help teachers lead students to navigate their own

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identities. Alison stated, “If you're able to fully reflect and accept your identity, then you'll more
successfully, realistically, and authentically have conversations about identity with students.”
Mark expressed, “You have to think about things you went through when you were your
students’ age, be open and receptive.” He continued to explain that “yes, they are children, but
they have struggles, hardships, and things they go through because you yourself had similar
things when you were their age.” Relating to and understanding students are key practices of
culturally responsive teachers (Farinde-Wu et al., 2017).
Lastly, a few participants discussed the significance of identity reflection and processing
power dynamics and classroom culture. For example, Wayne discussed how “reflection has been
pretty key to navigating classroom authority.” He additionally stated, “It allows me to process
the dynamics of authority in the classroom.” Wayne discussed how reflection helped to create a
justice-oriented classroom management system. Briana, a White female, acknowledged the
historical context and the need to reflect on the dynamics of place, race, and privilege, “Because
of [the state’s] racial history, the past lives right in the shadow of the present… I will not
immediately have all the parents trust in my classroom… it’s good for me to reflect on where I
came from.” She discussed the need to reflect on her identity in the context of the community in
order to best interact with students and families. These statements align with Farinde-Wu et al.’s
(2017) study that found successful teachers use reflection to understand their positional power.
Counterexamples. Contrary to the majority of responses, three novice teachers
expressed doubt regarding the significance of identity reflection. Themi discussed that although
identity reflection can support the teacher in being genuine with students, it may not directly
impact the quality of education, “I'm happy to learn more about race and various identity
markers, but I don't know that it necessarily affects the value of the education I can provide.”

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Monique relatedly discussed identity reflection as a lower priority, “I want to say that it’s
important for me to think about it, but it’s not something that I will [always] think about. It will
not consume my thoughts.” She continued, “I would think more about the information that I’m
presenting to the students more than my race or gender, my sexuality or anything like that.”
Pedro expressed this reprioritization as well, “I think there is a time and place.” The
counterexamples contain mixed evidence where the novice teachers acknowledge some interest
in understanding identity though do not place it at the utmost value.
Attainment Value by Criteria. Of the counterexamples, two of three are a part of the
Magnolia region, one is part of the Bayou region, and none are part of the Palmetto region. Two
of the three taught at Cypress K-12 for the summer school placement, one taught at Willow
Secondary, and none taught at Cedar Elementary or Oak Secondary. No trends by other criteria
were found.
Summary
The interview data supported the categorization of the assumed motivational influence
that novice teachers need to see the attainment value in identity reflection as part of effective
teaching as an asset. The majority of novice teachers discussed the connection between teacher
identity and classroom impact or how identity reflection supports responsive teacher practices.
Twelve of 15 participants expressed attainment value in identity reflection. This value influence
addressed the second research question by providing data on novice teachers’ motivation
following SEEO’s summer training DEI sessions.
Self-Efficacy: Effectively Demonstrate Responsive Teacher Practices
Novice teachers’ self-efficacy to demonstrate responsive teacher practices was the third
motivation influence examined through this study. The most effective urban teachers operate

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with a sense of confidence (Duncan-Andrade, 2007). To categorize this assumed influence as an
asset, nine or more novice teachers needed to convey a sense of efficacy without significant
concerns about their ability to demonstrate responsive teacher practices during interviews.
Interview Findings
The one-on-one interviews with novice teachers explored the motivational influence of
self-efficacy. Participants were asked to discuss their confidence in being a culturally responsive
teacher and their strengths and challenges in pursuit (see Appendix B, questions 6, 6a, 6b, 6c,
and 6d). Eleven of 15 novice teachers expressed low self-efficacy, and thus this influence was
categorized as a gap. The findings are organized into two sub-themes where at least five
participants repeated the idea throughout the interviews supporting the categorization of self-
efficacy as a gap: (a) low efficacy –beliefs and (b) low efficacy –challenges.
Low Efficacy –Beliefs. Six participants expressed lower levels of confidence due to
internal beliefs. Some participants generally commented on the challenges of effectively
demonstrating responsive teacher practices. Nolan simply stated, “It’s going to be hard. It’s
easier said than done.” Alison similarly noted, “I don’t do that because I don’t see a big
connection.” Wayne initially responded with, “That’s a problem.” He later indicated, “I feel like
I’m aware of things, but how to go about doing it might not be the best way.” The participants
did not express feelings of confidence in their abilities to enact responsive teacher practices.
Additionally, other participants who shared different racial backgrounds than the majority
of the students addressed a concern in bringing implicit biases into the classroom. Melanie said,
“I think my struggle is I don’t want to bring my beliefs or biases into the classroom.” Katya
explained, “I feel like there’s still a lot of growth to be done. There are still things to unearth and
biases that maybe I’m not aware I have.” Carol similarly discussed doubts, “There's still always

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that fear as a White teacher, I'm not doing enough, that I’m not being a good enough teacher for
them, that I'm not doing things correctly, or that I'm saying the wrong things.” These novice
teachers are aware of the impact their identities play in the classroom and are beyond DiAngelo’s
(2018) state of White fragility; however, they are working through this awareness in relation to
their classroom practices.
Low Efficacy –Challenges. Seven participants expressed lower levels of confidence due
to challenges related to their content, the age of students, or structural concerns. Three math
teachers discussed difficulties with making the content relevant. John stated, “I don’t know how
math would do culturally responsive lessons.” Briana expressed similar concerns, “I’m not
confident that I’m teaching math… I feel like if I was teaching English or history, that’s much
easier.” Ken relatedly noted a lack of responsive strategies for math, “I don't have specific
strategies on how to work that into an algebra class. It's much easier if you're teaching US
history, civics, or even science… math is a challenging place to do it.” Similarly, Derisa shared
concerns about teaching science in a culturally responsive manner, “I am still trying to figure
out… how I can motivate my students to become agents of change within using science in
particular and applying [the content] to their local communities.” Although all content areas can
be culturally responsive, the participant frustrations are consistent with some existing research.
Farinde-Wu et al.’s 2017 study of award-winning teachers included five English and social
studies teachers as compared to only one STEM teacher.
In addition, three participants directly discussed concerns with students’ age. Alison
stated, “I think for seventh graders, it's really hard.” Carol similarly noted, “It's really hard to do,
especially with younger kids, because it feels like this isn't appropriate to talk about because it
can become very heated.” John elaborated on the concern, “I'm still a little uncomfortable as to

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how I'm going to have those tough conversations with my students regarding race regarding
sexual orientation because they are younger.” Only two out of the eight teachers in Farinde-Wu
et al.’s (2017) study were elementary teachers, while six of eight taught in a secondary school.
Three participants expressed structural challenges related to demonstrating responsive
practices that could interfere with their abilities to actualize their visions. For example, Briana
discussed the competing priorities of preparing for state testing, “I am nervous that could go on
the backburner, even though them being socially conscious is just as important as their academic
education, that's not what they're being tested on.” Briana indicated responsive practices might
not be a value of the school; thus, the novice teacher may face competing priorities which could
trump the focus on social justice. Alison and Wayne discussed the challenges related to time over
the summer. Alison noted, “It’s hard to do in summer school… we don’t have time to set up that
basis here.” Wayne also discussed that demonstrating responsive practices was hard with how
much happens over the summer, “I haven’t really been able to actually implement [responsive
practices] … I feel like during summer school, there’s just too short of a time.” These
participants emphasized challenges that interfered with their self-efficacy related to
demonstrating responsive teacher practices.
Counterexamples. Four participants expressed confidence in their ability to effectively
demonstrate responsive teacher practices. Monique lead with, “I’m very confident,” and reflected
on how being responsive was simply part of good teaching, “Isn’t it just normal behavior?... I’m
pretty much just a facilitator. I’m their educator, but this is their classroom.” Mark based the
efficacy on prior experiences, “I am actually very confident. I used to do a lot of tutoring and
work with a lot of students.” Pedro similarly noted, “Oh, I’m very confident. Personally, I'm

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bringing a lot of my experience in life and my culture to make for a richer class environment.”
Patrick expressed confidence while simultaneously indicating there is still more work to be done:
I feel confident knowing the community that I'm going into is the reason why I even
decided to do [SEEO] in the first place… I know I don't have all the answers quite yet to
know how I'm going to get this done, but I feel through my passion, and through some of
the things I learned here, I have a basis of understanding.
This drive to continually improve while maintaining a sense of confidence aligns with the
findings of Duncan-Andrade (2007) of successful urban teachers.
Self-Efficacy by Criteria. Self-efficacy analyzed by race revealed trends. All four
participants who indicated confidence in demonstrating responsive practices identify as a person
of color. Three identify as Black, and one identifies as Latinx. Conversely, the two novice
teachers who identify as AAPI expressed concerns. Both discussed the lack of resources for
AAPI educators. One discussed, “I feel like there's just not as much stuff out there for Asian
Americans.” The other noted a lack of space and facilitators to discuss the AAPI experience,
“How different [our] racial identity experience and journey is going to be than the majority [of
focus] on White or Black…. we really don't have space to do that [and] we don't have anyone to
facilitate that here.” All participants who identify as White expressed concerns. The varied
findings by race contrast the results of Gao and Mager’s (2011) study, which found no statistical
difference in self-reports of efficacy by race.
Summary
The interview data supported the categorization of the assumed motivational influence
that novice teachers must believe in their ability to effectively demonstrate responsive teacher
practices as a gap. Although the interviews revealed a spectrum of responses related to self-

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efficacy, 11 out of the 15 discussed at least some challenges with demonstrating responsive
teacher practices during their interviews. The majority of novice teachers expressed low efficacy
due to beliefs, causes such as content, age, and structural challenges, or a combination of
concerns. Thus, there is enough contrary evidence to classify this influence as a gap. The self-
efficacy influence addressed the second research question by providing data on novice teachers’
motivation following SEEO’s summer training DEI sessions.
Results and Findings for Organizational Influences
Research Question #3: What are novice teachers’ perceptions of SEEO’s organizational
influences related to diversity, equity, and inclusiveness following participation in SEEO’s
Novice Teacher Summer Training sessions on diversity, equity, and inclusiveness?
Organizational culture can enable or inhibit progress toward goals (Clark & Estes, 2008).
Two prominent organizational influences were hypothesized for this study to support the novice
teacher stakeholder goal. These influences include (a) the cultural model to feel vulnerable and
(b) the cultural setting to have enough time to reflect on identity and incorporate responsive
teacher practices into lesson plans. Data from the 15 semi-structured interviews were analyzed to
identify the assumed influences as gaps or assets. Table 11 outlines the categorizations for the
assumed organizational influences and the typicality of evidence. The following sections detail
the findings for the two organizational influences with responses organized by subthemes that
support their respective categorizations.

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Table 11
Summary of Organizational Influence Categorizations and Response Typicality
Response Typicality
Assumed Organizational Influence Categorization Asset Gap
Cultural Model Gap 3 12
Cultural Setting Gap 0 15

Cultural Model: Vulnerable with SEEO Staff and Peers
The cultural model of vulnerability was the first organizational influence examined
through this study. Conversations related to diversity and identity can be challenging for
individuals (Hammond, 2015). The implicit culture related to DEI impacts vulnerability. To
categorize this assumed influence as an asset, at least nine of the novice teachers needed to
provide evidence that they felt comfortable to be vulnerable with no negative barriers to
vulnerability discussed during interviews.
Interview Findings
The semi-structured interviews assessed the organizational influence of vulnerability with
SEEO instructional staff and peers. Participants were asked about their comfort discussing
identity during DEI sessions (see Appendix B, questions 10, 10a, and 10b). Through the
responses, twelve novice teachers mentioned a discomfort with being vulnerable; thus, this
influence was categorized as a gap. The findings are organized into three trends where at least
five participants shared a similar response as to why they did not feel fully comfortable to be
vulnerable with SEEO instructional staff and their peers: (a) instances of offensive or
uncomfortable moment or language; (b) lack of DEI facilitator expertise; and (c) lack of comfort
in affinity spaces.

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Offensive or Uncomfortable Moment or Language. When discussing experiences with
DEI training, five participants recounted an offensive or uncomfortable moment or language
used. An AAPI participant discussed several instances of feeling oppressed throughout the
novice teacher summer training, “I've had to deal with a huge amount of racism this summer, at
least three times a day towards me.” The participant recalled an example when discussing
Chinese Immigrants in the South, “It became like a race-baiting thing. The Black [novice
teachers] in the room were like, ‘Oh, you know, we were more oppressed than Asian American
immigrants.’” Further, as aforementioned in self-efficacy, the participant expressed the lack of
resources for people who identify as Asian American. “I rarely ready anything that has to
actually do with my identity… partially because I feel like there’s just not as much stuff out there
for Asian Americans.” These series of instances challenged a feeling to be vulnerable.
Melanie and Alison similarly discussed a lack of comfort in some sessions evolving into
a competition for oppressive experiences. Melanie stated, “I feel we were always like White and
Black, White and Black, and then comparing which minority had it worse.” Alison noted
frustrations with novice teachers putting down experiences of some oppressed groups by others.
“People are very charged in those spaces. We can't just put down identities, particularly when
extreme violence was done to people that they're related to or identify with. I also feel like it's
hard for anyone else to be themselves.” The participants expressed that the concept of
“Oppression Olympics” was unproductive and offensive to people of different backgrounds.
Black and Indigenous People of Color experience unique oppression with White supremacy
culture. However, these participants expressed discomfort with the way this discussed within the
context of SEEO. These statements are presented here as they align to the questions asked,

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though they could also connect to challenges mitigating stressors and ideas related to DiAngelo’s
(2018) concept of White fragility.
Monique discussed the lack of awareness in examples the instructional leaders provided,
“In the Black community, hair is something that's a sensitive subject… There have been a few
times when the person leading the workshop or the session has actually said something about
hair.” Further, Monique also expressed discomfort with the language “people of color” as “it
sounds too much like ‘colored people.’” Nolan similarly noted uneasiness with the language used
during DEI sessions. An offensive moment or use of language reduces novice teachers’
willingness to be vulnerable in the training space. As Sleeter (2017) attested, the experiences
during the training cannot perpetuate Whiteness and recommends increasing the diversity of the
program leaders to improve support.
Lack of DEI Facilitator Experience. Six novice teachers discussed a desire for greater
DEI facilitator expertise or implied a negative tone regarding their DEI facilitator. Pedro
attributed a lack of feeling safe to be vulnerable to the personality of the DEI facilitator:
I felt even though I was told that it was a safe place, I didn’t feel like much of a safe
place. I think it had to do, not with the content of what we will be taught, but probably
more personality of the person that was actually leading the discussions.
Nolan stated, “I was, and still am not, all the way for DEI sessions,” while suggesting facilitators
do a better job of “allowing others to express their emotions, opinions, and how they feel during
sessions.” Ken noted, “There was a lot of apologizing that happens during the sessions… I don’t
find that helpful in terms of moving forward.” Melanie expressed a different line of frustration
related to the limited experiences many DEI facilitators, “[The session] was led by [SEEO]
alumni who were just going through the slides… They’re not specialized. I don’t think that it

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should be held through just their lens because their lens is very limited.” The participants did not
find comfort from their DEI facilitators, and thus, did not find the sessions to be a safe or
productive place.
SEEO’s summer training is for a cluster of four regions from the Southern United States.
Prior to the consortium summer training, each individual region engages in a brief three-day
orientation. Katya juxtaposed the level of comfort between SEEO’s DEI sessions during the
summer training and the Racial Equity Institute that happened just prior for only novice teachers
in the Palmetto region, “I knew that the facilitator wasn't going to allow anybody to use hate
speech, but at the same time, there was such a difference in awareness between the people in the
group that I feel like it was touchy.” She noted that during the Racial Equity Institute in
Palmetto, there was a level of comfort because “we all knew how to conduct ourselves… that
level of comfort went away when it came to DEI.” Katya perceived one of the contributing
factors for why the Racial Equity Institute to be the facilitator’s expertise, “The leader of it is a
man who has his doctorate in liberation psychology.” Derisa similarly explained the desired
caliber for SEEO staff discussing DEI, “The ideal person will not only be someone who is well
versed in social justice work, but also in psychology, probably a counselor who specifically
works with training people how to unlearn biases, prejudice, and how to change perspectives.”
The participants desire a higher level of expertise from the SEEO DEI facilitators. Guiding
identity development is nuanced, which requires expertise and scaffolded support (Gay &
Kirkland, 2003).
Lack of Comfort in Affinity Spaces. Eleven participants discussed discomfort being
vulnerability within the affinity space component of SEEO’s DEI programming. Once a week,
novice teachers self-categorized by race into affinity groups. The dynamics of how the affinity

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groups were distributed left many uncomfortable. Monique explained, “affinity spaces were
where they segregated us, and they put all the White or White passing on one floor in one
room… I didn’t like that part.” She went on to state, “I feel a little unsafe going into the group
with all the people of color, especially since there was an incident where one of the guys didn’t
think that one of the girls should be in the biracial group.” The act of self-categorizing put
everyone on the “defensive” from the beginning. Mark stated, “It just seemed very divisive.”
One participant expressed feeling isolated when grouping by racial affinity, “I was the only
Asian guy in the room…. it was just poorly set up and not actually fully inclusive.” Themi stated,
“The affinity spaces I’ve been to have been poorly run.” Nolan noted, “There was no one to
speak up because there’s just so much tension in the room.” The participants expressed that the
affinity space groupings did not make everyone feel included.
Other participants discussed limitations of affinity groups that challenged the depths of
the vulnerability of the novice teachers. For example, Briana expressed a desire for learning from
people of a different race, “White affinity spaces were very strange to me… honestly, we would
talk about things, and it’d be really useful to ask literally any other race this question, but it was
just a room full of White people.” Alison said, “I don’t think everyone comes in at the same
point,” suggesting that there was a limit in how engaged others were during affinity groups.
Derisa mentioned the liabilities of groupthink within affinity groups, “These were problematic
because when you have different affinity groups, there’s always the possibility where you get
groupthink. And so, you become a group of people who are reasserting your own beliefs.”
Melanie noted, “I felt like it was unbeneficial, and nothing was happening.” Katya discussed a
lack of accountability which limited the comfort in being vulnerable, “Affinity groups are
important so that we can reflect with each other, but I think there’s a lack of intense

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accountability holding.” The participants discussed challenges with the concept of people from
the same race perpetuating the same ideas.
Counterexamples. Three participants expressed only positive feelings of comfort during
DEI programming. For example, Carol elaborated on the culture of vulnerability because of the
facilitators and peers, “We have facilitators who are very open about their identities. It feels like
a safe space, the kind of people that are getting recruited into [SEEO] are leaders and activists
themselves.” Patrick similarly discussed the welcoming environment created by the DEI
facilitator, “I really like my DEI specialist… She’s been very thoughtful in how she’s created
programming, making sure we’re all engaged.” John noted, “The atmosphere that was created by
[DEI facilitator] and also other novice teachers is a space that it was okay to say something that
wasn’t fully formed.” Although many participants discussed issues with the culture of
vulnerability, three participants expressed a contrarian opinion.
Cultural Model by Criteria. Counterexamples from the cultural model influence
analyzed for trends revealed patterns in facilitator comfort, summer school site, and regional
placement. All three novice teachers attributed a level of comfort to their specific DEI facilitator.
For example, Patrick elaborated, “She was usually the first to speak, and she was open about her
experiences in the classroom, her experiences growing up. I think that really allowed the rest of
the group to feel comfortable and speak their own truth.” Two out of three of the participants
who shared positive responses related to vulnerability taught at Cedar Elementary and mentioned
the same DEI facilitator by name. The third participant taught at Cypress K-12. Additionally,
two of the three participants who shared responses considered to be counterexamples were from
the Palmetto region, and the other one was from the Magnolia region. Although this data may not

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be indicative of all participants due to the small sample size, it could help inform future decisions
to support a culture of vulnerability.
Summary
The interview data supported the categorization of the assumed cultural model influence
that novice teachers must feel comfortable to be vulnerable with SEEO staff and peers as a gap.
The majority of novice teachers (12) expressed discomfort with fully being vulnerable with three
prominent trends. Five novice teachers described an offensive or uncomfortable instance, six
novice teachers described a desire for better facilitation, and 11 novice teachers discussed
discomfort within affinity spaces. This cultural model influence addressed the third research
question by providing data on novice teachers’ perceptions of SEEO organizational influences
following the summer training DEI sessions.
Cultural Setting: Sufficient Time
The cultural setting of sufficient time on DEI was the second organizational influence
examined through this study. Novice teachers need time to integrate and comprehensive support
to become culturally relevant teachers (Starker & Fitchett, 2013). To categorize this assumed
influence as an asset, at least nine of the novice teachers needed to express perceptions of the
appropriate amount of time spent on identity reflection and responsive teacher practices during
interviews.
Interview Findings
The semi-structured interviews assessed novice teachers’ perceptions of the amount of
time to reflect on their identity and integrate responsive teacher practices into lesson plans.
Participants were asked to discuss their perspectives on the amount of time spent on DEI during
the summer training (see Appendix B, questions). Through the responses, all 15 novice teachers

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recommended at least one change regarding time spent on DEI during the summer training, and
therefore, this influence was categorized as a gap. The evidence is organized into three
prominent trends where at least five participants discussed a similar response related to the gap
with time allocation: (a) insufficient consecutive time on identity; (b) greater classroom
applicability desired; and (c) different content needs expressed. Additionally, novice teachers
primarily from the Palmetto Region recommended the two-day racial and equity training they
received just prior to SEEO’s summer training.
Insufficient Consecutive Time on Identity. Twelve of the 15 participants expressed
frustrations about not having enough time to dig deep into identity. Alison succinctly stated, “An
identity conversation is an extremely deep conversation that you can't have in 10 minutes but that
we're forced to have in 10 minutes.” John similarly elaborated, “You have to sit there and think
about yourself and how your personal identities are related to classroom… … So no, we don't
have enough time.” Derisa expressed concerns that the limited time spent on identity reflection
could perpetuate biases, “Trying to get someone to change years of biases and perceptions takes
a lot longer than an hour or an hour and 45 minutes, and in some cases, it can reinforce those
very stereotypes that we're trying to break.” The limited time to reflect on identity limits the
depth of reflection. The advice of previous literature recommends continued effort to upend
implicit biases (Hammond, 2015).
Further, participants discussed a lack of meaningfulness in reflection because of the
limited amount of time spent. Pedro stated the brief time spent on identity conversations reduced
his investment, “[The lack of time] deterred me from putting a lot of my emotional investment
on the table when I knew that it was only going to be for a minute or two, and then we had to
move on.” Pedro then suggested, “If it couldn’t be done in one hour, maybe have two DEI

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sessions. You can have two hours or maybe just have one or two subjects in the session instead
of five or six.” Carol similarly noted, “It’s been hard because we're trying to fit so much into a
very short period of time here the summer.” Katya expressed the importance of consecutive time
to dig deep, “I feel honestly it would be more meaningful if it was lumped into a single day.
Having a couple of hours is not sufficient for us to lean in and really get uncomfortable.” She
continued, “The minute that people start feeling friction, we're pretty much done. And that
friction is where the growth comes from.” Themi reiterated that with more time affinity groups
“would have been a lot better, and I would have gotten more out of it.” Nolan shared similar
frustrations about affinity group reflection time being “so, so short and brief.” The lack of
consecutive time to discuss identity hindered the depth required to meaningfully impact
classroom practices as recommended by researchers (Gay & Kirkland, 2003; Hammond, 2015).
Similarly, Ken discussed the importance of considering the arc of novice teacher
development, “I think one of the bigger challenges is that they're spread out over the five
weeks… It’s hard to tie something that I was talking about from week one to week four.” He
further expressed:
I would personally like to go slower and spread [DEI sessions] out at least half an hour so
you can complete conversations. A lot of them were in the middle of a conversation, and
it's time's up. I know one of our norms is accept non-closure, but that doesn't mean end
the discussion prematurely.
Ken also discussed “Maslow’s hierarchy of things” and how novice teachers are “already tired
and hungry because sessions go from four to six.” He later stated, “I think to front end a bit of
[DEI training] would be important.” Melanie similarly questioned why some of the programming
occurred on Friday afternoons, “Why wasn’t there better planning? This is so important.” Patrick

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discussed that the focus on DEI was disproportionate to other content sessions, “We're doing all
these other teacher trainings and learn about all this other stuff for three-plus hours, but this is the
stuff that only gets like an hour and a half.” Briana noted that “during [the summer training]
there’s so much other stuff going on that I felt like we couldn’t spend a good enough time
reflecting on identity.” The participants highlighted the busy schedule of the summer training
and the importance of considering, not only how much time is spent on DEI, but also when the
sessions take place. Identity reflection can be stressful and requires time (Hammond, 2015).
Greater Classroom Applicability Desired. Six participants discussed a desire for
greater classroom applicability within the DEI programming. For example, in regard to how to
integrate responsive teacher practices into lesson plans, Nolan rhetorized, “How can be done? I
wish I learned more of that and the DEI sessions to be honest.” Wayne similarly expressed, “If
we were going over some real scenarios, or you know what to do in the classroom, it would be
much more relevant.” He later discussed, “If we take out some more of the theoretical stuff
which is abstract, and some people might not even agree with it, I think it would be better.” The
sentiments behind these examples repeated with other participants. Pedro stated, “I think that we
could have benefit for a little bit more of an emphasis on how. How does identity translate into
your experience in the classroom?” When discussing implementing responsive practices, Ken
said, “In terms of the specific training we got, that's where I don't know what to do.” Derisa
advocated that DEI “could have been more productive teaching us about how to work with the
demographic that we’re working with.” Briana noted, “There was only really one DEI session
where it was more concrete steps to putting it in the classroom.” The participants expressed a
desire for how to incorporate responsive teacher practices into their classroom work. Teaching
grounding in justice is challenging and requires thorough support (Kahn et al., 2014).

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Different Content Needs Expressed. Eight participants stated preferences for different
content needs within the DEI programming. Nolan succinctly stated, “There was stuff that we
spent too much time on. And then there was stuff that we didn't spend enough time on that we
should have, where things should have got reverse.” For example, Monique indicated an
imbalanced focus on LGBTQ+, “A lot of focus on LGBTQ+, which is very important. But there
was a lot of it, and it seemed like it was more of a focus than anything.” At times, opinions of
content focused were at odds with one another. Derisa expressed a desire for more content on the
Black community, “There were some areas that I felt that DEI could focus more on, particularly
on working with Black children and adults who come from low-income backgrounds.” Mark
echoed this sentiment, “We should definitely talk more about issues that really affect Black
people in students.” Whereas Melanie noted a lot of focus on the Black community specifically,
“Sometimes when it comes to other races that aren’t Black, then the same sensitivity isn't
addressed or acknowledged.” She further indicated there was an over-emphasis on race and lack
of other points of intersection with students, “You don’t know how I grew up or what I’ve
experienced. I can relate to my child on every other level besides the color of my skin. I feel
sometimes that gets diminished when we’re only looking at race.” The participants offered
varied opinions for content foci of the sessions, though nonetheless expressed desires for
different time spent on various DEI related subjects.
Some participants discussed more time spent to go deeper into topics. Katya, for
example, noted, “I honestly think it’s just not intense enough.” Patrick similarly noted, “I feel
some stuff has been kind of surface level, and that’s been frustrating… I know we can go deeper
with this.” Themi wanted more time spent knowledge building, “It would be nice to have a crash
course in DEI related topics.” The participants advocated for more time devoted to truly

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understand issues of race, class, and privilege. In order to be classified as critical
multiculturalism, the content must include understanding cultural differences, knowledge of
biases, and strategies to upend oppressive practices (Gorski, 2009).
Racial Equity Institute in Palmetto Region. Six novice teachers proactively discussed
the Racial Equity Institute training in the Palmetto Region as time well spent. Katya stated, “I
would make the Racial Equity Institute mandatory for everyone because that was life-changing.”
Melanie affirmed it “was so amazing.” Ken previously attended several racial trainings and
stated, “This was one of the better ones I’ve been to. There were historical facts that I was
unaware of, and how they pieced it all together was really interesting.” Patrick elaborated on
what made this racial equity institute in the Palmetto region so effective with sentiments shared
by other Palmetto novice teachers. To start, the racial equity institute was an intensive,
consolidated workshop, “It was a whole two-day experience, and we were in those sessions for
some hours.” The training was grounded in a clear framework, “their framework, their theory of
race, and the way they presented their analysis was in a way where we could break it down and
understand it.” Patrick discussed how the training was rooted in historical evidence, “they
framed race in historical evidence… And we went from the beginning of America all the way to
present day.” Further, the facilitators were experts, “These people, this is their fulltime job. They
created this analysis and have been studying this stuff for years upon years. They were able to
provide something very substantive and beneficial.” Succinctly, Patrick stated, “It was the best
racial training I’ve ever been to. Yeah, really dope.”
Only the Palmetto region engaged in this supplemental training prior to SEEO’s summer
training, and thus, the starting places for all novice teachers were different. Briana, a teacher
from the Magnolia region noted, “I felt like the Palmetto region had already spent so much time

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on [identity], and it is part of why they came to this training so close.” Mark, a participant from
the Palmetto region noted, that the summer training “felt regressive because no other region
seemed to have done the racial equity institute like we did.” The praise discussed for the Racial
Equity Institute is important to surface given five out of six of the Palmetto novice teachers
proactively discussed the pre-training during the interviews.
Summary
The interview data supported the categorization of the assumed cultural setting influence
that novice teachers need enough time to reflect on identity as a gap. All 15 of novice teacher
participants expressed a recommendation or frustration. Twelve participants discussed a lack of
consecutive time to deeply reflect on identity, six participants advocated for greater applicability
to responsive teacher practices, and eight participants discussed different content preferences.
Although some participants expressed the amount of time was proportional to summer training,
all expressed needs in how it was distributed. This cultural setting influence addressed the third
research question by providing data on novice teachers’ perception of the organization following
SEEO’s summer training DEI sessions.
Synthesized Summary and Gap Identification
The Clark and Estes (2008) Gap Analysis Framework (2008) was used to analyze the
results of the semi-structured interviews and documents. This process uncovered novice
teachers’ knowledge, motivation, and organizational influences following SEEO’s diversity,
equity, and inclusiveness training during the summer of 2019 and addressed all three research
questions of the study. Data from 15 participants informed the categorization of the influences as
assets or gaps, summarized in Table 12.

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Table 12
Summary of Influences and Gap Validation
Influence Type Assumed Influence Gap Validated
Knowledge
Procedural 1 Novice teachers need to know how to lesson plan
to incorporate responsive teacher practices.

Yes
Procedural 2 Novice teachers need to know how to
meaningfully reflect on their identity.

Yes
Motivation
Utility Value Novice teachers need to see how grounding in
justice benefits their students.

No
Attainment Value Novice teachers need to see how identity reflection
is part of effective teaching.

No
Self-Efficacy Novice teachers must believe in their ability to
effectively demonstrate responsive teacher
practices.

Yes
Organizational
Cultural Model Novice teachers need to feel comfortable being
vulnerable about their identity with SEEO staff
and peers.

Yes
Cultural Setting Novice teachers need enough time to reflect on
their identities and integrate responsive teacher
practices into their lesson plans.
Yes

While findings for this study were organized by knowledge, motivation, and organization
in the previous sections, Clark and Estes (2008) posited that interconnectivity exists between the
influences. As addressed in the conceptual model for this study, knowledge and motivation
interact within the context of the organization’s culture and ultimately influence the extent to
which SEEO’s goal is achieved. A synthesized summary of the findings and the interaction
between influences are discussed below.

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Following SEEO’s summer training, novice teachers generally discussed a value in
diversity, equity, and inclusiveness. The participants expressed both the utility of grounding in
justice for their students as well as the importance of identity reflection for their role as teachers.
The data revealed participants see teaching as an avenue for change. Additionally, all but two of
the novice teachers discussed how identity reflection impacts classroom interactions and
supports responsive teacher practices.
However, novice teachers were challenged by applying their value. Gaps in knowledge,
motivation, and organizational influences emerged from the data. Interview data indicated a gap
in the procedural knowledge of meaningful identity reflection was found, specifically under the
pillar of mitigating stressors. A gap in the procedural knowledge of lesson planning by
incorporating responsive teacher practices was also evident through interview transcript analysis
and lesson plan review. Novice teachers lacked the ability to articulate ways to plan to
incorporate all four pillars of responsive teacher practices. The lack of procedural knowledge
related to lesson planning bidirectionally interacts with the self-efficacy to demonstrate
responsive teacher practices. The interviews found 80% of novice teachers expressed challenges
and concerns related to demonstrating responsive teacher practices.
These knowledge and motivation deficits additionally existed within the context of a gap
in the cultural setting of time to reflect on identity and incorporate responsive teacher practices
into lesson plans. Through the interviews, themes of insufficient consecutive time on identity
reflection, greater classroom applicability desired, and time on different content needs emerged.
This insufficiency related to time could contribute to the lack of procedural knowledge and
further the gap in self-efficacy.

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The cultural model of feeling comfortable to be vulnerable with SEEO staff and peers
was also identified as a gap. Two-thirds of novice teachers discussed discomfort with an
offensive moment, desire for better facilitation, or negativity around affinity groups. The lack of
ability to fully be vulnerable may contribute to the depth of identity reflection. While the vast
majority of participants explained an understanding and process of reflecting on their identity, a
lack in the skill to mitigate stressors and have the depth of identity reflection was found. The gap
in the organizational cultural model of vulnerability and the lack of consecutive time to reflect
may limit the degree of procedural knowledge. In order to support SEEO in achieving the
ultimate mission of educational equity, steps need to be taken to address these interconnected
gaps. The novice teachers expressed value in DEI and desire the knowledge and support to
demonstrate principles with students.
Chapter Summary
Chapter Four presented the findings from the semi-structured interviews and document
analysis. Chapter Five details recommendations to support the stakeholder goal of all novice
teachers implementing DEI principles into their teaching practice. The recommendations are
grounded in data from Chapter Four and existing literature. The New World Kirkpatrick Model
is applied to design an integrated implementation and evaluation plan (Kirkpatrick &
Kirkpatrick, 2016).

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CHAPTER FIVE: RECOMMENDATIONS
This study aimed to understand novice teachers’ knowledge, motivation, and
organizational influences following SEEO’s summer diversity, equity, and inclusiveness
training. The Clark and Estes (2008) Gap Analysis Framework was used to organize the results
and findings from this qualitative study in Chapter Four. The data revealed two knowledge gaps,
one motivation gap, and two organizational gaps impacting novice teachers’ stakeholder goal,
and thereby, SEEO’s organizational goal of student achievement. This chapter offers
recommendations to address the identified gaps and includes an integrated implementation and
evaluation plan using the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). The
cohesive plan will guide SEEO in applying the recommendations and ensuring all influences
pertinent to the cascading goals are addressed.
Recommendations for Practice to Address KMO Influences
Knowledge Recommendations
Inadequate or insufficient knowledge can hinder stakeholders from achieving
performance goals (Clark & Estes, 2008). Procedural knowledge is the knowledge of how to
apply knowledge into action (Krathwohl, 2002). This study assumed two procedural knowledge
influences in order for novice teachers to achieve the stakeholder goal of implementing DEI
principles into their teaching practice. Data analysis revealed a gap in novice teachers’
procedural knowledge of lesson planning to incorporate responsive teacher practices. Only 20%
of participants provided evidence of the knowledge to lesson plan all four pillars of responsive
teacher practices. Consequently, the first assumed knowledge influence was validated as a gap
and considered a priority because planning is required to demonstrate principles in action.

154
The interview data also suggested novice teachers’ procedural knowledge of identity
reflection and addressing biases to be a gap. Although the majority of participants articulated an
understanding of their identity, 60% did not know how to mitigate stressful moments and
persevere with identity reflection. Thus, the second assumed knowledge influence was validated
as a gap and considered a priority because this is a precursor skill to demonstrating DEI
principles. The researcher applied learning theory to formulate aligned recommendations for
these two knowledge gaps. Table 13 summarizes the influences, validity, priority, selected
research principles, and context-specific recommendations.

155
Table 13
Summary of Knowledge Influences and Recommendations
Assumed
Knowledge
Influence
Gap
Validated Priority Principle and Citation
Context-Specific
Recommendation
Novice teachers
need to know how
to lesson plan to
incorporate
responsive teacher
practices.
(Procedural)
Yes Yes Social interaction,
cooperative learning, and
cognitive apprenticeships
(such as reciprocal
teaching) facilitate
construction of new
knowledge (Scott &
Palincsar, 2006).
(Sociocultural Theory)
Provide training within novice
teachers’ zone of proximal
development that includes
modeling the steps for how to
incorporate the four pillars of
responsive teacher practices into
lesson plans, mixed-ability
group practice, scaffolded
support, and feedback from
instructional coaches.

Providing scaffolding and
assisted performance in a
person’s ZPD promotes
developmentally
appropriate instruction
(Scott & Palincsar, 2006).
(Sociocultural Theory)

Provide job aid lesson plan
template with clear prompts and
examples of responses for all
four pillars as a scaffold to
independent lesson planning.
Novice teachers
need to know how
meaningfully
reflect on identity.
(Procedural)
Yes Yes Modeling to-be-learned
strategies or behaviors
improves learning and
performance (Denler et al.,
2006). (Social Cognitive
Theory)

Effective observational
learning is achieved by first
organizing and rehearsing
modeled behaviors, then
enacting it overtly
(Bandura, 2005). (Social
Cognitive Theory)

Provide training with
instructional coaches modeling
the steps of reflecting on their
identity and biases with the
optimal level of vulnerability.

Provide opportunities within the
training for novice teachers to
practice the modeled behaviors
through tough reflections.
Feedback that is private,
specific, and timely
enhances performance
(Shute, 2008). (Social
Cognitive Theory)
Incorporate one-on-one practice,
conversation, and feedback from
a mentor on the process of
reflecting on identity,
addressing biases, and
mitigating stressors into the
aforementioned training.

156
Increasing Procedural Knowledge of Responsive Teacher Lesson Plans
The findings from the interview and document analysis indicated a gap in procedural
knowledge to lesson plan incorporating responsive teacher practices. The recommendations for
closing this procedural knowledge gap draw from sociocultural theory. According to Scott and
Palincsar (2006), social experiences, group work, and modeling can promote new knowledge
acquisition. Additionally, the researchers posited targeted instruction within learners’ zone of
proximal development and use of appropriate scaffolds facilitates learning. To implement these
sociocultural principles, novice teachers need exposure to people successfully incorporating
responsive teacher practices into their lesson plans. Thus, the recommendation is to provide
training within novice teachers’ zone of proximal development that includes modeling the steps
for how to incorporate the four pillars of responsive teacher practices into lesson plans, mixed-
ability group practice, scaffolded support, and feedback from instructional coaches. For example,
novice teachers will work in groups of four to plan a portion of a lesson with consistent feedback
from instructional coaches. The instructional leaders will have novice teachers complete a
diagnostic lesson plan to understand their zone of proximal development and supported mixed-
ability groups.
Following the training, an additional recommendation is to provide job aid lesson plan
template with clear prompts and examples of responses for all four pillars as a scaffold to
independent lesson planning of responsive practices. As an example, the lesson plan template
will include a question prompting novice teachers to think about students’ interests.
Successful culturally responsive teachers adapt and tailor curriculum and lesson plans to
meet the needs and interests of their unique students (Farinde-Wu et al., 2017). However, even
with the best of intentions, Young (2010) found that teachers often become paralyzed with how

157
to engage in culturally relevant planning. The researcher advocated that more needs to be done
within teacher education to equip teachers with the procedural skills. Young’s (2010) iterative
recommendation includes discussion, ample practice opportunities, reflection, and collective
feedback to support teachers. Christ and Sharma (2018), similarly underscored the significance
of curricular decisions and propose a cycle to support selecting culturally relevant texts.
Although modeling how to select the text is helpful, the study revealed it should be paired with
practice and subsequent reflection to best support the procedural skill development. Further, the
researchers suggested exploring guide sheets and job aids to assist in selecting culturally relevant
texts. A deliberate training with models, practice, and feedback coupled with a job aid will help
novice teachers develop the procedural knowledge of lesson planning with responsive teacher
practices.
Increasing Procedural Knowledge of Meaningful Reflection on Identity
The findings from the interviews indicated a gap in procedural knowledge to
meaningfully reflect on identity. The recommendations for closing this procedural knowledge
gap draw from social cognitive theory. According to Denler et al. (2006), demonstration through
modeling strategies and behaviors enhances learning. Organizing and practicing the modeled
demonstrations also supports learning (Bandura, 2005). Novice teachers can benefit from role
models throughout the summer training. Thus, the recommendation is to provide training with
instructional coaches modeling the steps of reflecting on their identity and biases with the
optimal level of vulnerability. Further, within the training, there should be opportunities for
novice teachers to practice the modeled behaviors through tough reflections. For example, an
instructional coach will think aloud the steps as they reflect on their identity and share strategies
for uncovering biases while working through an uncomfortable scenario.

158
Whether intentionally or unintentionally, the behaviors of staff and teacher educators
inherently influence the learners and become models for behavior (Tanguay et al., 2018).
Instructional coaches need to model the desired levels of self-awareness, critical consciousness,
and vulnerability. Identity and bias reflection triggers emotions in the brain leaving many
uncomfortable (Hammond, 2015). The support of a role model can help novice teachers develop
challenging procedural knowledge, particularly related to mitigating stressors during reflection.
In addition, Shute (2008) asserted private, specific, and timely feedback promotes
procedural knowledge. Novice teachers can improve their identity reflection skills with clear
feedback. Therefore, a second recommendation is to incorporate one-on-one practice,
conversation, and feedback from a mentor on the process of reflecting on identity, addressing
biases, and mitigating stressors into the aforementioned training.
Training that incorporates private feedback can support novice teachers in the process of
reflecting on identity, addressing biases, and mitigating stressors. Zozakiewicz’s (2010) study on
White preservice teachers found positive impacts of a mentor program through one-on-one
conversations. The mentors were able to offer examples, serve as models, and provide
recommendations for the teacher candidates. Given the stressors reflecting on self can place on
the brain, Hammond (2015) recommended revisiting identity and bias reflection frequently, with
consistent support and feedback from a mentor or instructional leader. Adding a consistent,
private feedback component to the training will help novice teachers enhance their performance
on this procedural knowledge influence.
Motivation Recommendations
Motivation is heavily linked to learning and performance (Rueda, 2011). Value and self-
efficacy are highly relevant to diversity training. A higher attainment value suggests that the task

159
is worth pursuing (Wigfield & Eccles, 2000). Learners who place significance on doing well on
the task are more likely to demonstrate persistence with the task. Learners with higher self-
efficacy believe in their abilities to achieve a specific goal (Rueda, 2011). This study assumed
two value influences and one self-efficacy influence in order for novice teachers to achieve the
stakeholder goal of implementing DEI principles into their teaching practice. Data analysis
revealed the majority of novice teachers discussed some utility in grounding in justice and
attainment value in identity reflection. Consequently, the two value influences were not validated
as gaps. Conversely, the majority of participants expressed challenges and concerns
demonstrating responsive teacher practices. Thus, the self-efficacy influence was validated as a
gap and a priority. Principles from self-efficacy were applied to formulate aligned
recommendations for this gap. Table 14 summarizes the influences, their validity and priority,
selected research principles, and context-specific recommendations.

160
Table 14
Summary of Motivation Influences and Recommendations
Assumed
Motivation
Influence
Gap
Validated Priority Principle and Citation
Context-Specific
Recommendation
Novice teachers need to
see how grounding in
justice benefits their
students. (Utility Value)

No No None

None
Novice teachers need to
see how identity
reflection is part of
effective teaching.
(Attainment Value)

No No None None

Novice teachers must
believe in their ability
to effectively
demonstrate responsive
teacher practices. (Self-
Efficacy)
Yes Yes Learning and motivation are
enhanced when learners
have positive expectancies
for success (Pajares, 2006).

Feedback and modeling
increase self-efficacy
(Pajares, 2006).
After watching instructional
coaches model in the
context of common
challenges, provide multiple
opportunities for novice
teachers to practice
demonstrating responsive
teacher practices
successfully with gradually
less support and continuous
feedback from instructional
coaches.

Increase Self-Efficacy of Novice Teachers
The findings from the interviews indicated a gap in novice teachers’ self-efficacy related
to demonstrating responsive practices. A recommendation grounded in self-efficacy theory is
selected to help address this gap. According to Pajares (2006), positive expectancies for success
enhance learning and motivation. This principle suggests novice teachers need to believe in their
ability to effectively demonstrate responsive teacher practices. Further, modeling and feedback
increase self-efficacy (Pajares, 2006). The recommendation is for novice teachers to watch
instructional coaches model in the context of common challenges and provide multiple
opportunities for novice teachers to practice successfully demonstrating responsive teacher

161
practices with gradually less support and continuous feedback from instructional coaches. For
example, provide novice teachers with practice completing a lesson plan template aligned to
responsive teacher practices with the support of an instructional coach before planning
independently.
Self-efficacy enhances motivation and continued persistence (Bandura, 2000). A study of
self-efficacy in preservice teachers found a connection between positive beliefs of self and
positive conviction in diversity (Gao & Mager, 2011). Further, a perceived sense of efficacy
improved over time with continual support. Siwatu’s (2007) study of culturally responsive
teaching and self-efficacy of preservice teachers found a range of perceived self-efficacy. Given
the variance, the researcher recommended identifying and focusing on areas with lower
perceived senses of efficacy. To build a sense of efficacy within these specific areas, novice
teachers need to experience mastery. By providing opportunities for novice teachers to master
individual responsive teacher practices, they are more inclined to build a stronger sense of self-
efficacy, resulting in increased confidence and continued persistence.
Organization Recommendations
Knowledge and motivation often fall short due to organizational influences (Clark &
Estes, 2008). Cultural settings and cultural models impact learning and performance. This study
assumed one cultural model influence and one cultural setting influence influences in order for
novice teachers to achieve the stakeholder goal of implementing DEI principles into their
teaching practice. Data analysis revealed gaps in novice teachers’ perceptions of the culture of
vulnerability and the culture of time spent on DEI during the summer training. The majority of
novice teachers expressed discomfort with being vulnerable, and thus, the cultural model

162
influence was validated as a gap. This influence is considered a priority because vulnerability is
required to support meaningful identity reflection.
Similarly, all novice teachers interviewed discussed the insufficiency of time spent on
DEI during the summer training. Thus, the cultural setting influence was validated as a gap. The
second organizational influence is also a priority because it supports novice teachers’ abilities to
demonstrate responsive practices. The researcher applied principles from organizational theory
to formulate aligned recommendations for these two gaps. Table 15 summarizes the influences,
validity, priority, selected research principles, and context-specific recommendations.

163
Table 15
Summary of Organization Influences and Recommendations
Assumed
Organization
Influence
Validated
as a Gap Priority Principle and Citation
Context-Specific
Recommendation
Novice teachers need to
feel comfortable being
vulnerable about their
identity with SEEO staff
and peers. (Cultural
Model)
Yes Yes Effective leaders regularly
engage in the
process of reflection in order
to ensure their
actions promote an atmosphere
of inclusion
and diversity. They facilitate
problem-solving
strategies that promote
objectivity, equity,
and inclusivity (Bensimon,
2005; DiTomaso et al., 2007).
(Diversity)

Effective leaders know that
dimensions of diversity
include race, culture, religion,
gender, sexual orientation, age,
immigrant status, profession,
personality type, functional
background, education level,
and other demographic and
socio-economic
characteristics. They integrate
these dimensions as well as the
intersection of identities into
their practice (Angeline, 2011;
Cornell & Hartman, 2002;
Prieto et al., 2009). (Diversity)

During weekly staff
meetings, create
opportunities for all
SEEO employees to
reflect on
organizational practices
that promote or detract
from diversity, equity,
and inclusivity and
build content expertise
on the dimensions of
diversity and history of
oppression.
Novice teachers need
enough time to reflect
on their identities and
integrate responsive
teacher practices into
their lesson plans.
(Cultural Setting)
Yes Yes Effective change efforts ensure
that everyone has the resources
(equipment, personnel, time,
etc.) needed to do their job,
and that if there are resource
shortages, then resources are
aligned with organizational
priorities (Clark & Estes,
2008). (Organizational
Change)
Establish identity
reflection and
responsive teacher
practices as priorities
first with an intensive
sole focus for the first
two days of the training
and subsequently
embed throughout the
entirety of the summer
training by proactively
adding it to all session
agendas and
workshops.

164
Cultural Model to Promote Comfort with Vulnerability
The findings from the interviews indicated a gap in the cultural model of novice teachers’
comfort being vulnerable with staff and peers. This influence is a priority, given it is
foundational to identity reflection. A recommendation grounded in diversity is selected to help
address this gap. According to Bensimon (2005), effective leaders must continually reflect to
create a culture of inclusivity. Additionally, effective leaders know the dimensions of diversity
and have an understanding of oppression. Diversity theory suggests SEEO leadership must
frequently consider their actions, their identities, the degree to which they promote equity, and
continually build their knowledge around oppression. The recommendation is to create weekly
opportunities during staff meetings for all SEEO employees to reflect on organizational practices
that promote or detract from DEI and build content expertise on the dimensions of diversity and
history of oppression. For example, during the opening of weekly staff meetings, instructional
coaches will first read a passage about oppressive practices and next analyze their actions and
subsequent reactions by diverse individuals on a guided worksheet before engaging in
discussion.
To create a culture of vulnerability, SEEO employees should reflect on their own actions,
the extent to which they create a welcoming environment, and continually increase their
expertise of DEI related topics. Meaningful reflection is an important step to becoming a
multicultural teacher (Garmon, 2005; Hammond, 2015; Norris, 2016). Teachers begin training
with a range of dispositions and experiences (Garmon, 2005). Openness and self-reflection are
foundational pillars to teaching students from diverse backgrounds. To sufficiently prepare to
teach students of color, teachers must confront their implicit biases which can be triggering
(Hammond, 2015). There are universal elements sent to the amygdala that influence biases and

165
cultural references. Given the challenging nature of reflection, SEEO employees must create a
culture of vulnerability for novice teachers. Preservice educators must be aware of their own
identities and their impact on teachers (Norris, 2016). Teacher education often perpetuates White
culture (Sleeter, 2017). Further, understanding the dynamics of oppression and power is essential
for teachers (Ladson-Billings, 2006). SEEO employees, thus, should continually increase their
knowledge and expertise to effectively deliver high-quality training in an inclusive, well-
respected environment.
Cultural Setting to Provide Sufficient Time
The findings from the interviews indicated a gap in the cultural setting of sufficient time.
A recommendation grounded in organizational change is selected to help address this gap.
According to Clark and Estes (2008), there must be sufficient resources in order to effect change,
and when resources are short, they must be prioritized appropriately. Organizational change
theory suggests the summer training must align time resources to reflect on identity and
incorporate responsive teacher practices into lesson plans. The recommendation is to establish
identity reflection and responsive teacher practices as priorities first with an intensive sole focus
for the first two days of the training and subsequently embed throughout the entirety of the
summer training by proactively adding it to all session agendas and workshops. For example,
during a session on classroom management, time will be allocated to connecting to responsive
teacher practices and generating strategies to include in lesson plans.
Preparing teachers to teach students from diverse backgrounds requires time and an
integrated approach (Christ & Sharma, 2018; Starker & Fitchett, 2013; Young, 2010). A
qualitative study of preservice teachers revealed that teacher preparation must take a unified
position on culturally responsive teaching that is embedded throughout the entirety of the teacher

166
education program (Starker & Fitchett, 2013). To support the knowledge of how to be culturally
responsive, novice teachers need an iterative process of experience and support throughout
training (Young, 2010). Tasks such as selecting relevant texts alone require deliberate thought
for preservice training (Christ & Sharma, 2018). Given each nuance involves time, the best way
to support novice teachers is to incorporate the foundation throughout all aspects of the training.
SEEO needs to signal the priority with an intensive focus on DEI for the first two days of the
summer training and subsequently needs to include application to lesson planning with
responsive teacher practices throughout the training program.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The implementation and evaluation framework for this study applies the New World
Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). This update to the Kirkpatrick Four Level
Model of Evaluation maintains the four levels of training, though it presents the levels in reverse.
Similar to the notion of backward-design educators leverage for planning, this approach suggests
beginning with the Level Four end results and working through the subsequent levels. The Level
Four results include the measurable outcomes, both internal as well as external, at the end of the
training. Level Three outlines the critical behaviors from the stakeholder group (novice teachers)
and required drivers (support and accountability) to achieve the Level Four: Results. Level Two
specifies the degree of learning through the components of knowledge and skill, attitude,
confidence, and commitment. Lastly, Level One addresses the reaction from participants related
to engagement, relevance, and customer satisfaction. Addressing all of these levels, beginning
with the results and working through behaviors to learning to reaction, supports a comprehensive
plan to address the gaps in novice teacher training.

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Organizational Purpose, Need, and Expectations
SEEO’s mission is to provide an equitable education to all students in low-income
communities. Systemic challenges, due to no fault of students, often lead to student academic
achievement behind wealthier peers. To support students on a path to equity, the organizational
goal is for students in all novice teacher classrooms to demonstrate one-point-five to two years of
reading or math growth as measured by district assessments. The nuanced challenges of working
in low-income communities with predominantly students of color require teachers to be equipped
with diversity and inclusive mindsets and skills. Thus, the stakeholder’s goal states that all
novice teachers will implement DEI principles into their teaching practice by August 2020.
These DEI principles were derived from the broader EEO’s commitment to DEI. The SEEO
leadership team partnered with local regions to develop the objectives necessary to lead to the
organization’s global goal. Table 16 summarizes the cascading nature of SEEO’s organizational
mission, global goal, and the stakeholder performance goal.
Table 16
Organizational Mission, Global Goal, and Stakeholder Performance Goal
Level Goal
Organizational Mission Provide an equitable education to all students in low-income
communities.

Organizational Performance
Goal
By May 2021, students in all novice teacher classrooms will
demonstrate 1.5-2 years of reading or math growth as
measured by district assessments.

Novice Teachers Goal By August 2020, all novice teachers will implement
Diversity, Equity, and Inclusiveness principles into their
teaching practice.

This project examined novice teachers’ knowledge, motivation, and perception of
organizational influences related to diversity, equity, and inclusiveness following a five

168
weeklong summer training. The proposed solution includes greater prioritization on DEI for an
integrated learning experience for novice teachers. The program recommends a modified version
of the existing summer training including an intensive two-day focus on DEI at the onset and
more application throughout all aspects of the summer. This program is intended to equip novice
teachers with the critical mindsets and behaviors to achieve the stakeholder goal, impact student
academic achievement, and realize the organizational mission.
Level 4: Results and Leading Indicators
The ultimate aim of the recommended program is for SEEO to achieve Level Four:
Results and Leading Indicators. Both internal and external leading indicators provide data on the
extent to which the goals are being met (Kirkpatrick & Kirkpatrick, 2016). The internal
outcomes for an immersive and integrated diversity, equity, and inclusiveness program include
increased internal teacher survey responses for satisfaction and preparedness, improved
instruction for students from diverse backgrounds, and improved student engagement with the
material. These outcomes can be measured by internal surveys (see Appendix E), formative
assessments, and anecdotal observations and support the achievement of external outcomes. The
external outcomes include increased student test scores, caregiver perception, and number of
district requests for SEEO teachers. These outcomes can be measured by state exams, school
records, and hiring reports. Table 17 outlines the external and internal outcomes, associated
metrics, and methods for measuring for both external and internal outcomes.

169
Table 17
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Increased end of year
student test scores.
Percentage of students who
score advanced or proficient on
the state level exam (3-12
grade).

Percentage of students who
score advanced or proficient on
district summative assessments
(K-3).

State exams, summative district
assessments.
Recognition for
commitment to
diversity, equity, and
inclusiveness by
national organization.
Number of nominations for
diversity, equity, and
inclusiveness awards. Number
of spotlight features in national
newsletters.

Education Equity Organization
Core Values Awards, national
newsletters.
Increased district
partners who request
SEEO teachers.

Number of district vacancies
filled by SEEO teachers.
District hiring reports.
Internal Outcomes
Degree of novice
teacher commitment
to grounding in
justice.

Score on internal rubrics. Journal reflections, vision
statements.
Increased internal
novice teacher survey
responses for
satisfaction and
preparedness.

Percentage of teachers who
indicate strongly agree and agree
on internal survey questions.
Middle and end of training
surveys.
Improved novice
teacher daily
instruction for
students from diverse
backgrounds.
Student scores on formative tests
and exit slips.
Exit tickets, formative tests.

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Level 3: Behavior
Critical Behaviors
The Level Three: Behaviors measure the degree to which novice teachers implement
what they learned from training in their work with students. According to Kirkpatrick and
Kirkpatrick (2016), Level Three is the most important and can be distilled into critical behaviors
essential to achieve Level Four: Results. The critical behaviors for the novice teacher stakeholder
group include incorporating responsive teacher practices in lesson plans and instruction,
reflecting on identity, and articulating a commitment to educational equity. Table 18 elaborates
on these critical behaviors with aligned metrics, methods, and timing for evaluation.
Table 18
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
1. Novice teachers will
incorporate
responsive teacher
practices in lesson
plans and instruction.
Score on lesson plan
rubric.
Number of relevant
texts, materials, and
activities used during
classroom instruction.

Lesson plan
review.
Classroom
observations.
Weekly
Three times
per year.
2. Novice teachers will
reflect on their
identity.
Active discussion and
writing during DEI
sessions.
Score on journal
reflection rubric.

Observation
during DEI
sessions. Journal
reflection
review.
Every other
week
3. Novice teachers will
articulate a
commitment to
equitable educational
opportunities for all
students.
Degree to which
personal vision
statements are grounded
in equitable educational
opportunities.
Coaching
conversations
with
instructional
coaches.
Personal vision
statement.
Yearly

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Required Drivers
Required drivers ensure the critical behaviors are executed with success (Kirkpatrick &
Kirkpatrick, 2016). These drivers are elements within the job to reinforce, monitor, encourage,
and reward effective critical behaviors. The reinforcing drivers remind the participants of what to
do and support the transfer of learning from the training to the job (Kirkpatrick & Kirkpatrick,
2016). These include knowledge influence recommendations such as job aids and modeling. The
encouraging drivers provide motivational support through coaching and mentors (Kirkpatrick &
Kirkpatrick, 2016). These include recommendations such as feedback to foster self-efficacy. The
rewarding drivers leverage rewards and recognition when the critical behaviors are implemented
(Kirkpatrick & Kirkpatrick, 2016). Lastly, the monitoring drivers support accountability to
ensure critical behaviors are applied to the job (Kirkpatrick & Kirkpatrick, 2016). Table 19
presents the required drivers to support and monitor novice teachers’ effectiveness with the
critical behaviors.

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Table 19
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors
Supported
Reinforcing
On-the-job Training (K): Provide training within novice teachers’ zone
of proximal development that includes modeling the steps for how to
incorporate the four pillars of responsive teacher practices into lesson
plans, mixed ability group practice, scaffolded support, and feedback
from instructional coaches.

Ongoing 1, 3
Job aid (K): Provide job aid lesson plan template with clear prompts and
examples of responses for all four pillars as a scaffold to independent
lesson planning.

Ongoing 1, 3
Executive Modeling (K): Provide training with instructional coaches
modeling the steps of reflecting on their identity and biases with the
optimal level of vulnerability.

Ongoing 2, 3
Refresher (K): Incorporate one-on-one practice and feedback from a
mentor on the process of reflecting on identity, addressing biases, and
mitigating stressors into the aforementioned training.

Bi-weekly 2, 3
Encouraging
Mentoring (M): Embed ongoing discussions of the benefits of grounding
in justice and the importance of identity reflection as part of effective
teaching throughout the entirety of the summer teaching program.

Ongoing 2, 3
Coaching (M): After watching instructional coaches model in the
context of common challenges, provide multiple opportunities for
novice teachers to practice demonstrating responsive teacher practices
successfully with gradually less support and continuous feedback from
instructional coaches.

Ongoing 1, 2, 3
Rewarding
Recognition: use examples of novice teacher responsive practices during
sessions and through daily email blasts.

Weekly 1, 3
Monitoring
Work Review (O): Create opportunities for all SEEO employees to
reflect on organizational practices that promote or detract from DEI and
build content expertise on the dimensions of diversity and history of
oppression.

Weekly 2, 3
Touch Bases/Meetings (O): Establish identity reflection and responsive
teacher practices as priorities first with an intensive sole focus for the
first two days of the training and subsequently embed throughout the
entirety of the training.

Ongoing 1, 2, 3
Observation: instructional coach observations of teaching time and DEI
sessions.

Weekly 1
Work review: instructional coach and peer lesson plan review. Weekly 1

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Organizational Support
As briefly aforementioned, accountability drivers help ensure critical behaviors are
attempted (Kirkpatrick & Kirkpatrick, 2016). These drivers are derived from the organizational
influence recommendations and include: (a) create opportunities for all SEEO employees to
reflect on organizational practices that promote or detract from diversity, equity, and inclusivity
and build content expertise on the dimensions of diversity and history of oppression during
weekly staff meetings and (b) establish identity reflection and responsive teacher practices as
priorities first with an intensive sole focus for the first two days of the training and subsequently
embed throughout the entirety of the summer training by proactively adding it to all session
agendas and workshops. The organizational support reinforces the critical behaviors by
considering the culture most conducive to attempting.
Level 2: Learning
Learning Goals
Upon completion of the integrated program, SEEO novice teachers will be able to:
1. Articulate a vision for responsive teaching (Declarative Knowledge).
2. Identify strategies for all four pillars of responsive teacher practices (Declarative
Knowledge).
3. Select materials to make lesson plans relevant to their students (Procedural Knowledge).
4. Design lesson plans with responsive teacher practices with the support of a guided lesson
plan template (Procedural Knowledge).
5. Explain the importance of grounding in justice (Utility Value).
6. Describe the components that comprise identity reflection (Declarative Knowledge).

174
7. Execute identity reflection strategies to acknowledge potential biases (Procedural
Knowledge).
8. Implement strategies to mitigate stressors during identity reflection (Procedural
Knowledge).
9. Connect the importance of identity reflection with their work as educators (Attainment
Value).
10. Recognize own ability to be a responsive teacher (Self-efficacy).
Program
The learning goals outlined in the previous section will be achieved through an
immersive and integrated diversity, equity, and inclusiveness program. Currently, SEEO novice
teachers attend a five-week summer intensive training to equip them with foundational
knowledge and skills. The training includes a string of weekly DEI sessions. This program
revises the comprehensive summer training to better connect the DEI sessions to classroom
practices and vice versa with cohesive recommendations grounded in learning and motivation
theories and aligned to the New World Kirkpatrick Model. The program begins with an
immersive two-day focus on DEI to set the stage as a priority for the training. The program then
adapts the weekly, in-person DEI sessions throughout the current structure of SEEO’s five-week
summer training and leverages strategies to transfer learning beyond the training.
The program will focus on procedural knowledge, self-efficacy, and culture for identity
reflection and lesson planning with responsive teacher practices. To support the depth of novice
teacher identity reflection, instructional coaches and mentors will model and provide practice
opportunities and feedback during DEI sessions. The program includes discussions of the value
of identity reflection as well as prompts teachers to consider the implications of their identity

175
during other strands of novice teacher training beyond DEI. Instructional coaches will engage in
reflection activities and diversity knowledge building during weekly staff meetings to ensure
they are promoting a culture where novice teachers feel comfortable being vulnerable.
The focus on lesson planning with responsive teacher practices is a proxy for the extent
to which novice teachers are implementing responsive teacher practices in the classroom. The
program includes models within the teachers’ zone of proximal development, mixed ability
group practice, instructional coaching lesson plan clinics, and continual feedback on lesson plans
from instructional coaches and peers. A job aid lesson plan template with clear prompts and
worked examples for all four pillars will offer a scaffold to independent lesson planning. Novice
teachers will be prompted to make connections during all methods courses to how the specific
component of teaching relates to responsive teacher practices. The program includes a
comprehensive focus on identity reflection and responsive teacher practices within the DEI
sessions. It leverages opportunities throughout the entirety of the novice teacher summer
training. With permission, examples from novice teachers will be recognized to incentivize and
promote efficacy.
Evaluation of the Components of Learning
In order for novice teachers to demonstrate the DEI principles, they must have the
requisite declarative knowledge to apply it to the procedural knowledge. Further, they must have
the attitude and confidence to embody this approach to teaching. These teacher level knowledge
and motivation components build upon each other and ultimately impact work with students
ongoing. It is thus important to evaluate the knowledge types and attitudes. Table 20 lists the
evaluation methods and timing for these components of learning fort the proposed program.

176
Table 20
Evaluation of the Components of Learning for the Program
Methods or Activities Timing
Declarative Knowledge “I know it.”
Knowledge checks through exit tickets and journal
reflections.

Weekly at the end of formal DEI
sessions.
Knowledge checks through discussions and “think,
pair, share.”

Periodically during the in-person
DEI sessions.
Procedural Skills “I can do it right now.”
Demonstration in groups and individually using job
aids to successfully perform skills.

Ongoing during DEI sessions and
lesson plan clinics.
Quality of feedback from peers on lesson plan review.

Weekly lesson plan clinics.
Quality of discussions during DEI reflection
opportunities.

Weekly DEI sessions.
Quality of lesson plans according to responsive
teacher rubric.

Weekly.
Attitude “I believe this is worthwhile.”
Middle and end of training surveys.

Twice during the summer.
Level of discussion during “think, pair, share.”

Ongoing during DEI sessions.
Effort exerted on lesson plans.

Weekly.
Confidence “I think I can do it on the job.”
Middle and end of training surveys.

Twice during the summer.
Discussions following practice and feedback. During DEI sessions and
coaching conversations.

Commitment “I will do it on the job.”
Conversations with instructional coaches during
challenges in the classroom.

Ongoing during weekly coaching
conversations.
Integrating feedback following conversations. Weekly observations.

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Level 1: Reaction
The Level One: Reaction measures the participants’ engagement, relevance, and
satisfaction with the program (Kirkpatrick & Kirkpatrick, 2016). These three components
support the learning in Level Two, which thus promotes Level Three: Behaviors and ultimately,
Level Four: Results. According to Kirkpatrick and Kirkpatrick (2016), while they are critical to a
program, resources for evaluation should be prioritized during the other levels. Table 21 outlines
the methods, tools, and timing for novice teachers’ reactions to the program.
Table 21
Components to Measure Reactions to the Program
Methods or Tools Timing
Engagement
Observation of DEI session discussions.

Ongoing.
Attendance of DEI sessions.

Weekly.
Relevance
Coaching conversations. Weekly.
Exit tickets following each DEI session. End of each session (weekly).
Middle and end of training surveys.

Twice during the summer.
Customer Satisfaction
Coaching conversations.

Weekly.
Exit tickets following each DEI session.

End of each session (weekly).
Middle and end of training surveys. Twice during the summer.

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Evaluation Tools
Immediately Following the Program Implementation
The last few minutes of every DEI session will be reserved for a brief exit ticket to
measure novice teachers’ reactions and learning from the session. Novice teachers will complete
this 10 question Likert-style online survey (see Appendix F). The quick pulse check will evaluate
Level One: Reactions including the extent to which the novice teachers felt engaged during the
training, the relevance of the content for their work with students, and their overall satisfaction
with the session. Additionally, it will assess Level Two: Learning including declarative
knowledge, procedural skills, attitude, confidence, and commitment. Lastly, three open-ended
questions will prompt additional information related to reactions and learning.
Delayed for a Period After the Program Implementation
A follow-up survey will be sent to novice teachers virtually a month delayed from the
final DEI session series (see Appendix G). This delay in assessment allows for the novice
teachers to synthesize and transfer reflections from the comprehensive series of sessions. A
blended evaluation incorporates Kirkpatrick and Kirkpatrick’s (2016) four evaluation levels to
provide a holistic picture of novice teachers’ perspectives. These levels include Level One:
Reaction through engagement, relevance, and satisfaction; Level Two: Learning of declarative
knowledge, procedural skills, attitude, confidence, and commitment; Level Three: Behaviors;
and Level Four: Results. The majority of the online survey will be comprised of Likert-type
questions to allow for efficiency in novice teacher response to encourage completion. The
blended evaluation will end with three open-ended questions.

179
Data Analysis and Reporting
Learning and motivation are enhanced with clear goals (Pintrich, 2003). The Level Four
external goals of the infused DEI program include increased end of year student test scores,
increased caregiver perception of serving students, and increased district requests for SEEO
teachers. The SEEO leadership will track progress towards these goals annually and report
findings on the organization’s website. Figure 3 depicts a dashboard with example data related to
the external outcomes.
Figure 3
Sample Dashboard to Report Progress Towards External Outcomes

The Level Four internal goals of the infused DEI program include novice teacher
commitment to grounding in justice, novice teacher survey responses for satisfaction and
preparedness, and formative assessments of student work. The SEEO leadership will track
progress towards these goals quarterly and report findings in nationwide email blasts. Figure 4
depicts a dashboard with examples related to internal outcomes. The SEEO leadership team will
create similar dashboards to monitor Levels Three, Two, and One at increased frequencies.

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Figure 4
Sample Dashboard to Report Progress Towards Internal Outcomes

Summary of Recommendation
Chapter Five applied data from Chapter Four and empirical principles of learning,
motivation, and organizations to the New World Kirkpatrick Model. This comprehensive
approach began with the program’s ultimate results to ensure alignment with the organizational
mission throughout. The recommendations discussed promote novice teachers incorporating DEI
practices into their classrooms. Kirkpatrick and Kirkpatrick (2016) emphasized a training is only
as effective as it changes job performance. The program included an extensive implementation
and evaluation plan with learning goals and participant engagement specified. The holistic set of
recommendations were designed to facilitate learning and motivation for SEEO novice teachers
and promote transfer to work with students.
Strengths and Weaknesses of the Approach
The famous aphorism, “all models are wrong, but some are useful,” is relevant to this
study. The two-research based frameworks applied to this approach offered many assets. The
Clark and Estes (2008) Gap Analysis Framework served as the study’s foundation. The model
provided a goal-oriented approach to exploring the human factors causing gaps in performance.

181
Clark and Estes’ (2008) grouping of knowledge, motivation, and organizational influences
created a tangible way to explore assets and barriers to success. These categories guided the
study’s purpose, research questions, and conceptual framework. Synthesizing into knowledge,
motivation, and organization influences allowed for comprehensive analysis within feasible
units. The categorizations into influences helped to organize the exploration of previous research
and the types of questions to explore during interviews. This thoughtful and logical approach to
understanding organizational performance is a key strength of the approach.
Once data was collected and organized, Kirkpatrick and Kirkpatrick’s (2016) New World
Model was applied to create an extensive recommendation for SEEO. The framework facilitated
the backwards design of a training aimed to address gaps in novice teachers’ knowledge,
motivation, and perception of organizational influences. A detailed implementation and
evaluation plan was devised to integrate into the existing context of SEEO seamlessly. Together,
Clark and Estes’ (2008) and Kirkpatrick and Kirkpatrick’s (2016) frameworks allowed for a
thorough analysis and subsequent plan.
Nevertheless, there were weaknesses to this two-fold approach. In an effort to examine
human factors, this study singles in on one stakeholder group. The focus excludes the
perspectives of other stakeholder groups, such as instructional leaders, coaches, students, and
guardians from the study. Additionally, a select number of seven influences were prioritized for
this study. These served as the guiding foci for questions during the semi-structured interviews.
Additional knowledge, motivation, and organizational influences may be relevant though not
appropriately addressed within the study. Kirkpatrick and Kirkpatrick’s (2016) model heavily
relies on self-reports for early indicators of training effectiveness. The Level Three: Behaviors
and Level Four: Results often require months to show successful application.

182
Limitations and Delimitations
Limitations are the factors beyond the researcher’s control. Delimitations are the choices
made by the researcher. In Chapter Three, the researcher detailed the limitations and
delimitations at the onset of the study. The additional limitations and delimitations that emerged
within the span of the study are discussed below.
Limitations
A key limitation of this study was the number of participants who proactively
volunteered to participate. After careful consideration, the researcher purposefully selected
Education Equity Organization’s Southern consortium branch, SEEO, as the case for the study.
The researcher then invited all 159 novice teachers who attended SEEO’s 2019 summer training
to participate in the study through a recruitment survey. Within a two-tier sampling method, the
researcher next purposefully selected 15 diverse volunteers across three criteria (regional
placement, summer school site, and race). Twenty-eight teachers responded to the recruitment
survey with an agreement to participate in recorded interviews and to provide lesson plans,
which equates to roughly 18% of the teachers at SEEO’s training. Further, no participants from
the Bluegrass region volunteered to participate. This small sample of volunteers negatively
impacts the generalizability of the results throughout SEEO.
Additionally, through the course of the interviews, the researcher became aware of the
varied training the individual regions received prior to SEEO’s consortium summer training. The
Palmetto region participated in an intensive, expert-led racial and equity training before
attending SEEO’s training, whereas the other regions did not. The participants from Palmetto
generally discussed knowledge from and value in principles of DEI. However, this study did not
address the source of the higher levels of knowledge or motivation.

183
Delimitations
The recruitment strategy for this study invited all 159 novice teachers to participate. This
decision was intended to be inclusive of all voices and to not specifically target individuals. The
SEEO leadership helped to facilitate recruitment by incorporating information about the study in
existing communication channels. However, as discussed above, only 28 novice teachers
proactively volunteered to participate. The researcher purposefully selected 15 participants based
on the criteria of summer school site, regional placement, and race.
The researcher organized each influence data into subthemes. For the motivation and
organizational influences, subthemes emerged if five or more participants expressed a similar
idea. This organization pattern represents a small sample size within the SEEO, representing
approximately 3% of the organization. While the subthemes are not broadly generalizable and
perhaps not indicative of all SEEO novice teachers, it is still helpful information for the
organization.
Future Research
Future research is suggested to contribute to the literature on DEI in the context of
education. These recommendations would offset some of the limitations of this unique study as
well as add to the growing research in this field. This study relied heavily on self-reports of
novice teachers on their knowledge, motivation, and perception of organizational influences
following a summer training. The use of semi-structured interviews exclusively contributed to
the qualitative exploration of six out of seven of the prioritized KMO influences. Expanding the
methods to incorporate additional data points could offer a more robust set of information. For
example, the use of written reflections following DEI sessions could provide data on the
procedural knowledge of meaningful identity reflection. Likewise, conducting classroom

184
observations, reviewing student achievement assessments, and analyzing survey results from the
exiting internal SEEO survey could offer data beyond the self-reports of novice teachers.
Additionally, future research could expand the range of novice teacher participants for
greater generalizability. This study focused on novice teachers who are part of SEEO’s 2019
summer training. The training site schools were in rural classrooms in the South. Future research
could expand the focus to other, more urban regions of EEO. The expansion could offset threats
to internal validity, such as the impact of historical events or the nuances of a particular setting.
Further, it increases the number of stakeholders engaged. Recruitment rates could increase by
directly reaching out to novice teachers in regions across the country. The extension of the study
to more novice teachers nationally could strengthen the validity and increase the generalizability
of findings within the context of EEO.
Research could also be conducted from a perspective other than the novice teacher
stakeholder group. For example, students are a key stakeholder group in the context of education.
Future work could explore the students’ KMO following their teacher’s engagement in diversity,
equity, and inclusiveness training. The research could inform what matters most for students
from diverse backgrounds and contribute to how diversity training impacts the targeted audience.
The role of social-emotional learning (SEL) is gaining increased attention as a need for
all students (Allbright et al., 2019). SEL moves beyond a school’s focus purely on academics and
intentionally includes attention on students’ attitudes, beliefs, mindsets, and more. Research
indicates SEL instruction can benefits elementary and secondary students in the short and long-
term (Kendziora & Yoder, 2016). Further, SEL is a potential pathway to addressing the racial
inequity within the US (Allbright et al., 2019). Additional research is recommended to explore

185
equitable SEL practices for diverse learners and the ways in which SEL relates to the pillars of
responsive teacher practices.
Existing research suggests a correlation between effective teaching and responsive
teacher practices (Duncan-Andrade, 2007; Farinde-Wu et al., 2017). The organization’s
prevailing theory is that principles related to DEI are integral to educational equity. Future
research could explore the extent to which the KMO influences at the novice teacher level have
an impact on the student academic growth as detailed in SEEO’s organizational global goal.
Conclusion
The landscape of education in the United States is constantly changing, and the
achievement gap across racial and socioeconomic lines persists (United States Department of
Education, 2016). The rapidly diversifying student populations require different approaches to
teaching and learning. Although there is growing momentum around various approaches to
teaching students from diverse backgrounds such as culturally relevant pedagogy, the classroom
execution frequently is ineffective or insufficient (Ladson-Billings, 2014). EEO fundamentally
believes that in order to actualize student learning, all novice teachers need to implement
diversity, equity, and inclusiveness principles into their teaching practice. This study aimed to
examine SEEO novice teachers’ knowledge, motivation, and perception of organizational
influences related to DEI in the context of their teaching practice following a summer training.
Through semi-structured interviews and document analysis of 15 SEEO novice teachers,
this qualitative study suggests many novice teachers value the importance of DEI, though they
do not have the knowledge or organizational support to successfully implement DEI principles
into their teaching practice. The majority of novice teachers readily discussed the importance and
benefits of DEI, though value alone is not enough to overcome the complicated nature of

186
educational inequity. Issues of race and diversity are deeply cemented into the fabric of the
United States. Further, culture is a fluid construct, and the diversity of students will continue to
grow (Ladson-Billings, 2014). Novice teachers need organizational support to develop the
procedural knowledge to continually reflect, make changes, and apply strategies to work with
their unique students. The recommendation is for an integrated approach to teacher education
that infuses principles of DEI throughout all facets of the training program.
This study contributes to the existing literature on diversity training for teachers in a
preservice context. Although the generalizability of this study is limited and future research with
greater sample sizes is desired, the study nonetheless provides helpful information about the
patterns of responses from the SEEO 2019 cohort. Diversity training programs will benefit from
tapping into the passions and values of the participants by providing a culture of vulnerability,
sufficient time applying concepts, and building upon procedural knowledge of DEI principles.
Programs can use this study, grounded in the Clark and Estes (2008) Gap Analysis Framework
and the New World Kirkpatrick Model (2016), as a guide for researching the KMO of their own
training. Additionally, this study offers a synthesis of literature on various approaches to
diversity training to inform teacher educators. Further, it organizes key themes into actionable
pillars related to responsive teacher practices and meaningful identity reflection. Combined,
these sets of pillars offer research-based ideas on how to implement DEI principles.
Education equity is a critical national priority. Former Secretary Duncan (2009)
articulated:
I believe that education is the civil rights issue of our generation. And if you care about
promoting opportunity and reducing inequality, the classroom is the place to start. Great
teaching is about so much more than education; it is a daily fight for social justice.

187
This study suggests that teachers are committed to this vision, though they are challenged by the
full execution. It is imperative teachers receive the appropriate knowledge, motivation, and
organizational support to realize this issue of social justice.

188
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APPENDICIES
Appendix A
Recruitment Survey Items

Thank you for considering being interviewed related to Diversity, Equity, and Inclusiveness
sessions! Participation in this study is completely voluntary. Should you have further questions
related to the study or participation involvement, please email Melissa Cunningham [email
address redacted]. Thanks!

Question Response
1. Name (Open)
2. Email (Open)
3. Where are you teaching this summer? Cedar Elementary
Cypress K-12
Oak Secondary
Willow Secondary
4. What is your regional placement? Bayou
Bluegrass
Magnolia
Palmetto
5. Which best describes how you identify
regarding your ethnicity/race?
African American, Black (Non-Hispanic)
Asian American or Pacific Islander
Latinx or Hispanic
Multi-ethnic/Multi-racial
Other – I identify as a person of color
White, Caucasian (Non-Hispanic)
Prefer not to state
6. Which best describes how you identify
regarding your gender?
Female
Male
Other
Prefer not to state
7. Are you willing to participate in the
study with a 30-60 minute recorded
interviewed?
Yes.
No.
8. If you are interviewed, do I have
permission to review your lesson plans
from week 5 as part of the study? To
underscore, the purpose of lesson plan
review is to inform the study and not to
evaluate your individual performance.
Yes.
No.
I need more information.

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Appendix B
Interview Protocol
Hi! I first want to start by saying thank you for agreeing to participate in this study. I know
firsthand just how limited time is at the summer training. I, too, was once a novice teacher and later
worked as an instructional leader, so I have a deep appreciation for all the hard work you’ve put in this
summer. I couldn’t be more grateful for generosity here. This should take 30 minutes to an hour. Does
that still work for you?
Before we dive in, I want to walk through what we’ll be talking about today and answer any
questions you have. I am a doctorate student with the University of Southern California and am
researching diversity teacher training for my dissertation. It’s been a fun and informative process, though
I’m most looking forward to this phase right here: hearing from novice teachers like you! I am partnering
with SEEO and interviewing novice teachers about their experiences with DEI sessions at the summer
training. Ultimately, I want to better understand what you know, think, and believe after engaging in these
sessions. This study will also help inform SEEO in continually improving their support of novice
teachers. To be very clear, everything you say in the next hour is strictly confidential. I will report my
findings in the aggregate, using no names, not even using the term “[internal language]”! Should I use an
actual quote from our conversation, I will label it as “participant” or with a pseudonym.
Because this is a university-sanctioned study, it has been approved by USC’s institutional review
board. The Principal Investigator for this study is me, a student at USC. This form (reference sheet)
shares more context on the study, including its voluntary and confidential nature. Please take a minute to
review. If you have questions about your rights, concerns, or suggestions, please feel free to call the USC
IRB Office – the contact information is on the sheet. Do you have any questions about this for me?
You are helping me complete my dissertation, and your comfort in this process is very important
to me. Before we get started with the heart of the conversation, I want to review a few logistics of the
interview process. As part of this study, I’m reading lesson plans for themes related to DEI. Once again,
and I want to underscore this, I will not be evaluating individual performance. Rather, I’ll be looking for
trends across teachers. May I have your permission to read your Week 5 lesson plans?
I will get access from the portal, so there are no logistics you need to worry about.
Lastly, I brought a recorder today so I can stay present and not be too bogged down with taking
notes. My hope is that this feels like a conversation between us where you have the opportunity to reflect
a bit on this summer. If at any time you wish for me to stop recording, please let me know, and I will
happily pause. Your participation at every step of this is completely voluntary. May I have your
permission to record and get started? Begin recording. Mention time, date, and interview number.

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Interview Questions
[5 min] Great. Let’s start with a couple of quick questions.
1. What are you teaching this summer?
2. Where will you be teaching in the fall?

[7 min] As you know, this study is designed to understand your thoughts and skills following diversity,
equity, and inclusiveness sessions. So, let’s dive in!
3. Now that you’ve completed DEI sessions, tell me a bit about your experience with them.
What is your general impression of them?
a. What would you say was most helpful for you and your work with students?
b. What do you wish the DEI sessions could incorporate or eliminate for future corps years?
Why?
4. What is your perception of the amount of time spent on DEI at the training this summer?
a. Some people would say there is no way to effectively train culturally competent teachers
without years of formal training. What do you think of this statement? How does it align
to your experience at the training this summer?
b. What is your opinion on the amount of time spent on reflecting on your identity during
DEI sessions?
c. What is your opinion on the amount of time spent applying reflections from DEI sessions
to your lesson plans?
5. A component of DEI sessions is to promote educational equity through a focus on social
justice. What is your perspective on this prioritization?
a. In what ways was the focus on justice beneficial to your work with students?
b. In what ways did the focus on justice fall short in supporting your work with students?

[2 min] Let’s shift gears a bit to talk about responsive teacher practices now that you’ve engaged in DEI.
6. In your opinion, how confident are you in your ability to be a culturally responsive teacher?
1. What do you think you do well as a teacher for your unique students?
2. What do you think you are challenged by as a teacher for your unique students?
3. What are your goals for DEI?
4. To what extent do those goals seem achievable for you?

[7 min] Next, I want to transition us to discussing identity reflection.
7. What does your process of reflecting on your identity entail?
a. What specifically do you do or ask yourself when reflecting on your identity?
b. What do you find comes easily?
c. What do you find challenging?
8. How do you recognize biases you may hold? What does that process entail?
a. What do you do when you recognize you have a bias?
9. Have you ever felt uncomfortable reflecting on your identity? Tell me a bit about that
moment.
a. What did you do?
b. How did you work through those emotions?

204
10. How comfortable did you feel discussing your identity during DEI sessions?
a. What do you think contributed to this comfort or discomfort?
b. Were there specific actions or events during DEI sessions that encouraged or discouraged
you to discuss or reflect on your identity?
11. In what ways did reflecting on your identity support your efforts with your students?
a. From your experiences, in what ways is focusing on identity reflection a necessary part of
your summer training experience?
b. If you could wave a magic wand, what would you change about identity reflection during
DEI sessions?

[7 min] Now, let’s spend a bit of time talking about DEI and lesson planning.
12. Let’s imagine your ideal, culturally responsive classroom. What might you see in the lesson
plan? What types of questions would the teacher include? What types of activities?
a. Ok, now tell me about your lesson plans for Week 5. To what extent do they align with
this ideal lesson plan you just stated? Where do they fall short? Again, not evaluative.
Just a thought exercise.
b. Walk me through the steps you took while planning this lesson.
13. I’m now going to change the pace a bit and ask a series of questions related to responsive
teacher practices you may apply during lesson planning. This is intended to help you be
generative about the types of things you include – there’s no right answer I’m looking for.
It’s completely acceptable to skip. Are there specific elements you include in your lesson
plans to build relationships with students? (This might be something like, I play music I
know my students like during worktime).
a. Are there specific elements you include in your lesson plans to make content relevant for
students?
b. Encourage student-driven instruction?
c. Facilitate students’ critical consciousness? (Critical consciousness is the examination of
structures, realities, policies, and contexts for the purpose of affecting social change.)
d. How frequently do you consider these during your planning?
e. Are there some elements you rely on more regularly than others?
14. In what ways did DEI sessions influence how you lesson plan?
15. Do you have general feedback about the structure or content of DEI sessions?

[2 min] And lastly…
16. As we wrap-up our conversation, is there anything you would like to add that hasn’t been
covered?

205
University of Southern California
Rossier School of Education
3470 Trousdale Parkway Los Angeles, CA 90089

INFORMATION/FACTS SHEET FOR EXEMPT NON-MEDICAL RESEARCH
Teacher Diversity Training: A Qualitative Study to Examine Novice Teacher Influences
You are invited to participate in a research study conducted by Melissa Cunningham, candidate
for Doctor of Education in Organizational Change and Leadership under Dr. Ekaterina Moore at
the University of Southern California because you are a current novice teacher at Southern
Education Equity Organization (SEEO). Your participation is voluntary. Please read the
information below, and ask questions about anything you do not understand, before deciding
whether to participate.

PURPOSE OF THE STUDY
The purpose of this study is to examine novice teachers’ knowledge, motivation, and
organizational influences following diversity, equity, and inclusiveness sessions at SEEO’s
novice teacher summer training.

STUDY PROCEDURES
If you volunteer to participate in this study, you will be asked to participate in an interview and
provide access to your summer training lesson plans. The interviews will be recorded. You may
skip any question or retract any statement. The interviews will take place at summer school sites
or at the Southern University Campus. The interview will last no longer than one hour.

POTENTIAL RISKS AND DISCOMFORTS
No risks are foreseen resulting from your participation in this study.

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
Your participation will help address gaps in the SEEO diversity, equity, and inclusiveness
training for improvement for future cohorts.

PAYMENT/COMPENSATION FOR PARTICIPATION
You will not be compensated for your participation; however, snacks will be provided for you.

CONFIDENTIALITY
Data will be kept securely on the primary investigator’s laptop. This device is only accessible by
the primary investigator. A backup of the data is kept on an encrypted hard drive kept locked by
the principal investigator.

The members of the research team and 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.

206
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.

INVESTIGATOR’S CONTACT INFORMATION
Principal Investigator: Melissa Cunningham
Phone: [redacted]
Email: [redacted]

IRB CONTACT INFORMATION
University of Southern California Institutional Review Board, 1640 Marengo Street, Suite 700,
Los Angeles, CA 90033-9269. Phone (323) 442-0114 or email irb@usc.edu.

207
Appendix C
Alignment of Interview Questions and KMO Influence
KMO Influence Interview Question
Knowledge –
Procedural: Novice
teachers need to know
how to lesson plan to
incorporate responsive
teacher practices.
Let’s imagine your ideal, culturally responsive classroom. What
might you see in the lesson plan? What types of questions would
the teacher include? What types of activities?
• Ok, now tell me about your lesson plans for Week 5. To what
extent do they align to this ideal lesson plan you just stated?
Where do they fall short? Again, not evaluative. Just a thought
exercise.
• Walk me through the steps you took while planning this
lesson.
Are there specific elements you include in your lesson plans to
build relationships with students? (This might be something like, I
play music I know my students like during worktime).
• Are there specific elements you include in your lesson plans to
make content relevant for students?
• Encourage student-driven instruction?
• Facilitate students’ critical consciousness? (Critical
consciousness is the examination of structures, realities,
policies, and contexts for the purpose of affecting social
change.)
• How frequently do you consider these during your planning?
• Are there some elements you rely on more regularly than
others?
In what ways did DEI sessions influence how you lesson plan?

Knowledge –
Procedural: Novice
teachers need to know
how to meaningfully
reflect on their identity.
What does your process of reflecting on your identity entail?
• What specifically do you do or ask yourself when reflecting on
your identity?
• What do you find comes easily?
• What do you find challenging?
How do you recognize biases you may hold? What does that
process entail?
• What do you do when you recognize you have a bias?
Have you ever felt uncomfortable reflecting on your identity? Tell
me a bit about that moment.
• What did you do?
• How did you work through those emotions?

208
KMO Influence Interview Question
Motivation – Utility
Value: Novice teachers
need to see how
grounding in justice
benefits their students.
A component of DEI sessions is to promote educational equity
through a focus on social justice. What is your perspective on this
prioritization?
• In what ways was the focus on justice beneficial to your work
with students?
• In what ways did the focus on justice fall short in supporting
your work with students?

Motivation – Attainment
Value: Novice teachers
need to see how identity
reflection is part of
effective teaching.
In what ways did reflecting on your identity support your efforts
with your students?
• From your experiences, in what ways is focusing on identity
reflection a necessary part of your summer training
experience?
• If you could wave a magic wand, what would you change
about identity reflection during DEI sessions?

Motivation – Self-
Efficacy: Novice
teachers need to believe
in their ability to
effectively demonstrate
responsive teacher
practices.

In your opinion, how confident are you in your ability to be a
culturally responsive teacher?
• What do you think you do well as a teacher for your unique
students?
• What do you think you are challenged by as a teacher for your
unique students?
• What are your goals for DEI?
• To what extent do those goals seem achievable for you?

Organization – Cultural
Model: Novice teachers
need to feel comfortable
being vulnerable about
their identity with SEEO
staff and peers.

How comfortable did you feel discussing your identity during DEI
sessions?
• What do you think contributed to this comfort or discomfort?
• Were there specific actions or events during DEI sessions that
encouraged or discouraged you to discuss or reflect on your
identity?
Organization – Cultural
Setting: Novice teachers
need enough time to
reflect on their identities
and integrate responsive
teacher practices into
their lesson plans.
What is your perception of the amount of time spent on DEI at the
training this summer?
• Some people would say there is no way to effectively train
culturally competent teachers without years of formal training.
What do you think of this statement? How does it align to
your experience at the training this summer?
• What is your opinion on the amount of time spent on
reflecting on your identity during DEI sessions?
• What is your opinion on the amount of time spent applying
reflections from DEI sessions to your lesson plans?

209
Appendix D
Lesson Plan Rubric
Participant Number: Grade level/subject:
Objective:
Brief summary of lesson:
Not Evident Somewhat/Mixed Evident Notes
Criteria
There is no evidence
present of attempts to
fulfill the criteria or
there are several
practices that counter
the spirit of the criteria.
Examples may include:
There is some or mixed
evidence of attempts to
fulfill the criteria. The
plan may include some
strategies while
simultaneously relying
heavily on practices that
counter the spirit of the
criteria.
There is evidence of the
criteria and limited
evidence of practices
that counter the criteria.
Examples may include:

Teacher-
student
relationships
No opportunities for
students to share
personal stories or
experiences.
Mixed evidence. E.g.,
use of student
journaling as a way of
writing about content
and no additional
opportunities to share
experiences.
Explicit time to get to
know students on a
personal level, student
journaling, students
share personal stories,
or other capacity to get
to know students.

Content
relevant to
students
Text choice, examples
provided, activities
selected show no
attempts to be relevant
to student interests,
values, or prior
experiences.
Mixed evidence. E.g.,
includes popular music
as a reward for behavior
management and not as
part of the lesson.
Real-world examples,
applications to student
interests, multiple points
of view on the same
topic, authors/role-
models/examples of
people of color, primary
sources, materials from
students’ homes, pop-
culture references, or
other capacity to make
content relevant.

Student-
driven
instruction
Teacher guided for the
majority of the lesson,
few open-ended
questions.
Mixed evidence. E.g.,
partner work for a
limited portion of the
lesson (e.g. 10 minutes
in pairs out of 60-
minute lesson).
Gallery walks, jigsaws,
partner or group work,
Socratic seminar, or
other capacity to
encourage student-
driven instruction.

Critical
consciousness
No explicit evidence of
grounding in justice.
Lesson is not structured
in a way that positions
students to critique the
world around them.
Mixed evidence. E.g.,
teacher models
reflecting on identity
but offers no platform
for students to do the
same.
Discussion questions
around race, class, or
privilege; discussion of
or connection to social
issues; discussion of or
connection to
community issues; or
other capacity to
facilitate student critical
consciousness.

Total:
Additional notes:

210
Appendix E
SEEO Internal Survey
3

For the following questions, please rate your degree of agreement on the seven-point scale:
1= Strongly Disagree; 2 = Disagree; 3 = Somewhat Disagree; 4 = Neutral (Neither Disagree nor
Agree); 5 = Somewhat Agree; 6 = Agree; 7 = Strongly Agree
1. I am satisfied with my experience with Southern Education Equity Organization (SEEO).
2. I feel valued by SEEO staff and peers.
3. I feel welcomed into the SEEO community given my identity (race, ethnicity, class,
gender, sexual orientation, religion).
4. My experiences at SEEO match the expectations I had before I started teaching.
5. My conviction educational equity is possible has strengthened because of SEEO.
6. I have the ongoing support I need from SEEO to be a successful teacher.
7. I believe SEEO’s preparation is valuable to my efforts to be a responsive teacher.
8. Sessions related to DEI have been helpful in my development as a teacher.
9. DEI sessions are important to my work as a teacher.
10. DEI affinity spaces help to deepen my mindsets, skills, and convictions around DEI
topics that encourage my growth and development as a teacher leader.
11. I understand how the ways in which I’ve developed at the summer training will impact
my ability to lead towards educational equity now and in the future.
12. How likely is it that you would recommend EEO to a friend or family member?

3
This is an example of an internal SEEO survey. To protect the anonymity of the organization,
some language and the format of questions have been modified.

211
Appendix F
Immediate Evaluation Tool
Thanks for engaging in the recent Diversity, Equity, and Inclusiveness (DEI) session!
Please provide responses to this brief survey to help us best understand your experience and
learning. Your feedback is greatly valued and will inform subsequent training. Please indicate
the extent to which you agree with the following statements by placing a check in the
corresponding box:
Strongly
Disagree
Disagree Agree Strongly
Agree
I actively participated in this DEI Session.
I found the content of this DEI session engaging.
I found the topics covered during this DEI
session relevant to my work with students.

This DEI session was a valuable use of time.
This DEI session increased my knowledge of the
components of responsive teacher practices.

This DEI session increased my ability to
acknowledge potential biases I hold.

This DEI session increased my ability to use the
lesson plan template to help me incorporate
responsive teacher practices into my instruction.

After this DEI session, I believe identity
reflection is important for teachers.

After this DEI session, I am confident in my
ability to lesson plan incorporating responsive
teacher practices.

After this DEI session, I am committed to
providing equitable educational opportunities for
my students.

212
Please briefly respond to the following prompts:
1. Please share one takeaway from this session:

2. Please share one question you have from this session:

3. Please share one thing that you need after this session:

213
Immediate Evaluation Tool with Kirkpatrick Alignment
The following outlines how each survey item aligns to the Kirkpatrick (2016) model.
Level One: Reactions
Engagement
1. I actively participated in this DEI Session.
2. I found the content of this DEI session engaging.
Relevance
3. I found the topics covered during this DEI session relevant to my work with students.
Satisfaction
4. This DEI session was a valuable use of time.
Level Two: Learning
Declarative Knowledge
5. This DEI session increased my knowledge of the components of responsive teacher
practices.
Procedural Skills
6. This DEI session increased my ability to acknowledge potential biases I hold.
7. This DEI session increased my ability to use the lesson plan template to help me
incorporate responsive teacher practices into my instruction.
Attitude
8. After this DEI session, I believe identity reflection is important for teachers.
Confidence
9. After this DEI session, I am confident in my ability to lesson plan incorporating
responsive teacher practices.

214
Commitment
10. After this DEI session, I am committed to providing equitable educational opportunities
for my students.

215
Appendix G
Blended Evaluation Tool
Thanks for engaging in the Diversity, Equity, and Inclusiveness (DEI) series during
SEEO’s novice teacher summer training. Please reflect on the impact of the series of DEI
sessions and provide responses to this survey to help us best understand your experience and
learning. Your feedback is greatly valued and will inform future training. Please indicate the
extent to which you agree with the following statements by placing a check in the corresponding
box:

Strongly
Disagree
Disagree Agree Strongly
Agree
I found the topics covered during the DEI series
relevant to my work with students now.

The DEI series was a valuable use of time.

The DEI series increased my knowledge of the
components of responsive teacher practices.

The DEI series increased my ability to acknowledge
potential biases I hold.

The DEI series increased my ability to use the lesson
plan template or other tools to help me incorporate
responsive teacher practices into my instruction.

After the DEI series, I believe identity reflection is
important for teachers.

After the DEI series, I am confident in my ability to
lesson plan incorporating responsive teacher practices.

After the DEI series, I am committed to providing
equitable educational opportunities for my students.

I incorporate responsive teacher practices into my
lesson plans weekly.

I select culturally relevant texts and materials for my
students weekly.

I reflect on my identity at least once a week.

216

Strongly
Disagree
Disagree Agree Strongly
Agree
I articulated a commitment to equitable educational
opportunities for all students in my vision statement.

My instruction for students from diverse backgrounds
has improved as a result of the DEI sessions.

My ability to engage students in lessons has improved
as a result of the DEI sessions.

My students test scores are improving following DEI
sessions.

Please briefly respond to the following prompts:
1. Please share one big takeaway from the DEI training:

2. Please share one question you have following the DEI training:

3. Please share one thing that you need after this DEI training:

217
Blended Evaluation Tool with Kirkpatrick Alignment
The following outlines how each survey item aligns to the Kirkpatrick (2016) model.
Level One: Reactions
Engagement
1. I found the content of the DEI series engaging.
Relevance
2. I found the topics covered during the DEI series relevant to my work with students now.
Satisfaction
3. The DEI series was a valuable use of time.
Level Two: Learning
Declarative Knowledge
4. The DEI series increased my knowledge of the components of responsive teacher
practices.
Procedural Skills
5. The DEI series increased my ability to acknowledge potential biases I hold.
6. The DEI series increased my ability to use the lesson plan template or other tools to help
me incorporate responsive teacher practices into my instruction.
Attitude
7. After the DEI series, I believe identity reflection is important for teachers.
Confidence
8. After the DEI series, I am confident in my ability to lesson plan incorporating responsive
teacher practices.

218
Commitment
9. After the DEI series, I am committed to providing equitable educational opportunities for
my students.
Level Three: Behaviors
10. I incorporate responsive teacher practices into my lesson plans weekly.
11. I select culturally relevant texts and materials for my students weekly.
12. I reflect on my identity at least once a week.
13. I articulated a commitment to equitable educational opportunities for all students in my
vision statement.
Level Four: Results
14. My instruction for students from diverse backgrounds has improved as a result of the DEI
sessions.
15. My ability to engage students in lessons has improved as a result of the DEI sessions.
16. My students test scores are improving following DEI sessions.

Abstract (if available)

Abstract The purpose of the study was to examine novice teachers’ knowledge, motivation, and perception of organizational influences related to diversity, equity, and inclusiveness (DEI) in the context of their teaching practice following participation in a diversity training in the Southern United States. The most effective teachers of students from diverse backgrounds embody DEI principles

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Asset Metadata

Creator Cunningham, Melissa Anne (author)

Core Title Teacher diversity training: a qualitative study to examine novice teacher influences

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 07/21/2020

Defense Date 06/12/2020

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

Tag DEI,diversity,equity,identity reflection,inclusiveness,novice teachers,OAI-PMH Harvest,responsive practices,Teacher Training

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Moore, Ekaterina (committee chair), Datta, Monique (committee member), Muraszewski, Alison (committee member)

Creator Email macunnin@usc.edu,melissa.mcglynn2@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-336624

Unique identifier UC11663583

Identifier etd-Cunningham-8725.pdf (filename),usctheses-c89-336624 (legacy record id)

Legacy Identifier etd-Cunningham-8725.pdf

Dmrecord 336624

Document Type Dissertation

Rights Cunningham, Melissa Anne

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