Document Type
Dissertation
Date of Award
12-2023
School/College
College of Education (COE)
Degree Name
Ed.D., Curriculum and Instruction
Committee Chairperson
Ingrid Haynes
Committee Member 1
Delilah Gonzales
Committee Member 2
Viveca Grant
Committee Member 3
Ronnie Davis
Keywords
Cultural Awareness, Culturally Responsive Practices, Pedagogy
Abstract
Over the years, research regarding racial disproportionalities in the assignment of disciplinary consequences has been evaluated. Evaluation of the ever-increasing Black-White achievement gap has been at the forefront of educational research for decades. Gaining a better understanding of why this gap persists not only benefits schools but students as well. By enforcing certain policies, Black students are frequently removed from the educational environment due to subjective disciplinary infractions and perceived negative behaviors. Negative stereotypes often perpetuate teacher perceptions and expectations; as a result, minority students, especially Black students, are at the receiving end of those lowered expectations. Teachers must understand the intersectionality of their cultural identities and the methods they employ to teach their diverse learners. There is a significant amount of research on the importance of utilizing culturally responsive strategies in the classroom but lacks focus on how teachers believe these strategies affect Black boys in the classroom This research provides insight into the role teachers’ perceptions of the implementation of culturally responsive practices has in the classroom and on African American males in the classroom. The purpose of this study was to examine the predictable relationship between demographic factors and teachers’ perceptions of culturally responsive practices. More specifically, this research deals with the predictability of the demographic factors of gender, ethnicity, and years of teaching experience on the three components of culturally responsive practices (cultural awareness, habits of using culturally responsive practices, and the impact of culturally responsive practices on African American middle school aged boys).
Copyright
Copyright © for this work is retained by the author. Any documents and information presented are protected by copyright under US Copyright laws and are the property of the author. All Rights Reserved. For permission to use this content please contact the author or the Graduate School at Texas Southern University (graduate.school@tsu.edu).
Recommended Citation
Burks, Kimberly M., "Teachers' Perceptions of the Effectiveness of Culturally Responsive Practices" (2023). Dissertations (2016-Present). 80.
https://digitalscholarship.tsu.edu/dissertations/80