Taking a Knee: A Mixed Methods Study Evaluating Awareness of Structural Inequities and Levels of Cultural Competence of Middle School In-Service Teachers of Black and Brown Students

Autor/in	Patterson, Nicole
Titel	Taking a Knee: A Mixed Methods Study Evaluating Awareness of Structural Inequities and Levels of Cultural Competence of Middle School In-Service Teachers of Black and Brown Students
Quelle	(2022), (166 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Saint Joseph's University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-7714-1
Schlagwörter	Hochschulschrift; Dissertation; Knowledge Level; Cultural Awareness; Equal Education; Middle School Teachers; African American Students; Racial Bias; COVID-19; Pandemics; Social Justice; Self Concept; Social Cognition; Interpersonal Relationship; Preservice Teacher Education; Multicultural Education; Faculty Development; Self Evaluation (Individuals); Instructional Effectiveness; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Wissensbasis; Cultural identity; Kulturelle Identität; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Selbstkonzept; Soziale Kognition; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehramtsstudiengang; Lehrerausbildung; Multikulturelle Erziehung; Unterrichtserfolg; Theorie-Praxis-Beziehung
Abstract	The purpose of this mixed methods study was to examine and gain an understanding of how educators' awareness of structural inequities and level of cultural competence impact their practice of teaching Black and Brown middle school students. This study was conducted amid two global pandemics (COVID-19 and Social Injustice) and used a mixture of both Edward Hall's Cultural Iceberg Theory and Carmen McPherson's adapted version Cultural Iceberg Theory of Structural Inequities as its conceptual lens. The study used the explanatory-sequential, mixed methods research design to first measure the level of cultural competence of 30 educators who teach Black and Brown middle school students. The researcher then interviewed six research participants with high levels of cultural competence to gain a perspective of their interpretation of their cultural competence score, awareness of structural inequities, and their impact on the students they teach. The three themes that emerged from the semi-structured interviews were: Knowledge of self; Knowledge of others (students); and Relationships. The findings of this mixed methods research study provided the opportunity to present three propositions that communicate the significance of the overall findings of this study: (1) Pre-service college preparatory programs must begin to focus on cultural competence courses that have a focal point around the structural inequities that face groups of people in locations where teachers educate, (2) In-service teachers will benefit from relational based professional development with the same level of frequency as academic/instructional professional development, and (3) All pre-service and in-service teachers are recommended to participate in a cultural competence self-assessment and several follow up assessments to measure their instructional effectiveness as it relates to cultural competence and awareness of the impacts of structural inequities. Implications for theory and practice are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01