Date of Award
1-1-2016
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education
First Advisor
Susan Korach, Ed.D.
Second Advisor
Douglas Allen
Third Advisor
Ellen Miller-Brown
Fourth Advisor
Kristina Hesbol
Keywords
Achievement gap, Critical race theory, Culturally responsive teaching, Opportunity gap
Abstract
The purpose of this study was to examine early career teacher practice and beliefs about students of color in their classrooms and the relationship between those beliefs and their classroom practices. In this study, seven teachers in the initial five years of their teaching career were interviewed and observed inside of their classrooms using the Quality Responsive Classroom Observation Protocol. The interview questions were developed to look at the beliefs, teacher preparation, and culturally responsive pedagogy of early career teachers. Data was then analyzed using the five tenets of the Critical Race Theory: (1) Centrality of Race and Racism; (2) Challenging the Dominant Perspective; (3) Social Justice; (4) Experiential Knowledge of Students; and (5) Transdisciplinary Perspective. The question that guided this study was: What is the relationship among teachers' cultural sensitivity, their understanding and commitment to culturally responsive pedagogy, and their actual pedagogical practice?
The study showed that the espoused beliefs of teachers are not consistent with the pedagogical practices observed in the classroom and that the race of the student does impact the experiences of our students of color within the classroom. The educational practices observed in the classrooms, when examined through the lens of critical race theory, did perpetuate the power of the dominant class. The implications for school leaders were also discussed to help improve future classrooms to meet the needs of our diverse students.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Michelle Steinberger
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
180 p.
Recommended Citation
Steinberger, Michelle, "Cultural Sensitivity: Early Career Teacher Beliefs, Espoused Theories, Theories in Use" (2016). Electronic Theses and Dissertations. 1203.
https://digitalcommons.du.edu/etd/1203
Copyright date
2016
Discipline
Education, Educational Leadership