An Exploration of the Culturally Responsive Beliefs and Actions of Elementary School Principals in New York State

Autor/in	Dickson, Wanda Nichol
Titel	An Exploration of the Culturally Responsive Beliefs and Actions of Elementary School Principals in New York State
Quelle	(2022), (157 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Sage Graduate School
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-2489-9
Schlagwörter	Hochschulschrift; Dissertation; Principals; Elementary Schools; Beliefs; Culturally Relevant Education; Administrator Attitudes; Public Schools; Race; Disproportionate Representation; Administrator Role; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Elementary school; Grundschule; Volksschule; Belief; Glaube; Public school; Öffentliche Schule; Rasse; Abstammung
Abstract	There is an increasing number of students from traditionally underrepresented racial groups enrolled in United States public schools (Frey, 2014). However, racially and ethnically diverse students "struggle with a range of academic and personal issues…in a culture that disproportionately disciplines them and questions their intelligence" (Khalifa et al., 2016, 1280). Since the New York State Education Department created a Culturally Responsive-Sustaining Education Framework with the expectation that "all school districts will develop and implement strategies, policies and practices that will permanently remove the barriers to student academic achievement" (NYSED, 2018a, p. 7), the purpose of this quantitative study is to examine the relationship between the beliefs and actions of public elementary school principals in New York State and their implementation of culturally responsive practices within their school buildings.For this quantitative study, a cross-sectional survey was created to explore the relationship between elementary school principals' culturally responsive beliefs and actions and the percentage of traditionally underrepresented students within a school. The survey was emailed to 1,540 qualifying public-school elementary principals in New York State, excluding New York City. Approximately 7% of qualifying principals completed the survey in its entirety. This research revealed a statistically significant relationship between the percentage of students from traditionally underrepresented racial groups and school principals' beliefs and actions. Respondents believe implementing culturally responsive practices or policies is necessary and are receptive to implementing them within their school building regardless of their gender, race, and years of experience as a principal or assistant principal. [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