|
" A Mixed-Methods Study of Culturally Responsive Teaching: "
Sampson, Chrissy R.
Ragaisis, Dee Ann
| Document Type
|
:
|
Latin Dissertation
|
| Language of Document
|
:
|
English
|
| Record Number
|
:
|
1106406
|
| Doc. No
|
:
|
TLpq2389145436
|
| Main Entry
|
:
|
Ragaisis, Dee Ann
|
|
|
:
|
Sampson, Chrissy R.
|
| Title & Author
|
:
|
A Mixed-Methods Study of Culturally Responsive Teaching:\ Sampson, Chrissy R.Ragaisis, Dee Ann
|
| College
|
:
|
Concordia University Texas
|
| Date
|
:
|
2019
|
| student score
|
:
|
2019
|
| Degree
|
:
|
Ed.D.
|
| Page No
|
:
|
170
|
| Abstract
|
:
|
The purpose of this study was to discover the perceptions of secondary English Language Arts teachers’ uses of culturally responsive strategies and practices to support the academic engagement of African American male students in a suburban high school setting. The study assessed high school teachers’ levels of cultural competence and how they perceived that their level of cultural competence affected their decisions about instructional practices in the classroom. The study also gathered information from the teachers regarding the instructional strategies that seemed to support the academic engagement of African American male students. The gap in achievement continues to grow for African American male students in comparison to other ethnic groups. Many educators have blamed other external factors in these students’ lives for perpetuating the gap in achievement, instead of assessing their instructional practices. The problem is that many educators lack the skill and training to connect with African American male students and to engage them in the curriculum and learning environment. Due to the increase in culturally diverse students in the learning environment, it is imperative that educators work on building their knowledge and understanding of how to provide culturally responsive instruction to African American male students. Based on analysis of results of the Cultural Competence Self-Assessment Survey and the Teacher Questionnaire, the teachers reported lower levels of cultural competence. The teachers perceived that their levels of cultural competence influenced their use of culturally responsive instruction. Also, the teachers perceived that African American male students overall demonstrated medium to high levels of engagement in 10th-grade English Language Arts. The teachers reported that the culturally responsive instructional strategies and practices that support the academic engagement of African American male students consist of implementing African American literary text, building student relationships, allowing student choice in literary reading, and providing opportunities for class discussions. Furthermore, the teachers reported that setting high expectations, making real-world connections, and teacher participation in culturally responsive professional development support the academic engagement of African American male students.
|
| Subject
|
:
|
African American studies
|
|
|
:
|
British Irish literature
|
|
|
:
|
Secondary education
|
| |