Narrowing the cultural divide: preparing culturally responsive ...

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NARROWING THE CULTURAL DIVIDE: PREPARING CULTURALLY RESPONSIVE EDUCATORS BY INSTITUTING

TRANSFORMATIVE PEDAGOGICAL PRE-SERVICE TRAINING PROGRAMS

A thesis presented by

Michelle L. George

to The School of Education

In partial fulfillment of the requirements for the degree of Doctor of Education in the field of Education

College of Professional Studies Northeastern University Boston, Massachusetts August 2018

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Abstract This qualitative case study explored how a pre-service training program developed through a partnership between a university and a charter school, and specifically created to prepare and retain urban educators, may lead to efficacious classroom practices. To address the manner in which teachers can be ill-prepared for the realities of urban school settings, this study applied Bandura's (1977) self-efficacy framework with a specific emphasis on teacher efficacy to determine how teachers managed to persevere when faced with challenges. The literature review provided an overview of multiculturalism and culturally responsive pedagogies (CRP), with an emphasis on how these ideologies connect to transformative teaching and learning practices. The following research question guided the study: How do novice urban charter school educators maintain higher degrees of teacher efficacy after completing a teacher education program designed to prepare urban educators? This study examined the teachers' background experiences and dispositions, the training that they received, their application of the skills to their educational settings, and types of supports and resources offered by the school or university. It simultaneously suggested improvements to support their development and recommendations to enhance the program's effectiveness to prepare and retain educators. Through an analysis of six teachers, combined with supporting evidence from five professors and liaisons from the training university, this study revealed how committed practitioners with requisite dispositions could experience positive gains in efficacy beliefs from a preparation program that maintains a core philosophy of CRP and provides ongoing support. The key findings could potentially have implications for schools, educators, and policymakers to improve similar programs.

Key words: teacher efficacy, multicultural education, culturally responsive pedagogies, social justice, urban teaching, teacher training, teacher dispositions, transformative practice.

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Acknowledgements Culture is at the heart of all we do in education.

- Geneva Gay (2000) For the past seven years, my doctoral work has been a time-consuming and demanding process, an endeavor that could not have been realized without the help and support from those around me, including my teacher friends and long-time friends. I can attest that I could not have pursued such an undertaking alone. This dissertation primarily is dedicated to my parents who, after finding my desk perched next to the teacher's desk at my first-grade open house, and watching me barely graduate from high school, never gave up. This dissertation also is dedicated to my long-time friend, coach, and mentor, Jeff Matty who has inspired me every step of the way with his wisdom, encouragement, and true devotion to educational practice. I also dedicate this work to Tom Steiner, without whom I could not have endured this long, arduous journey. Beyond editing my work and putting up with my angst, he taught me how to be a better writer and educator. This work could not have been accomplished without his presence in my life. So many times, I wanted to quit, but individuals such as interim principal Dr. Cheryl Griffith, encouraged me to pick myself up and to create a dissertation timeline; my current principal, Keera Dwulit, modeled authentic leadership; and Dr. Leslie Wirpsa, my inspiration, editor, and coach, gave me hope that women do have the fortitude to reach the top, and she never let me falter. This dissertation is dedicated to the countless professionals who led me to this timely research. These professionals include Dr. Marzia Cozzolino, Dr. Heather Cunningham, Deborah Dowd, Dr. Randall Bartlett, Dr. Kristin R. Harty, Dr. Christie Lewis, Lindsey Smith, and Dr.

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Tyra Good, the "Good Doctor," who immersed me in cultural understandings on race, poverty, and equity. In addition, I extend a special thanks to the many teachers who participated in this study. You impressed me with your tenacious spirit and unwavering dedication to urban youth.

I also dedicate this dissertation to Dr. Vincenne Revilla-Beltr?n, who inspired this work in me as a Master's student, and who served as a cherished member of my dissertation committee. Importantly, this dissertation also could not have come to fruition without the guidance of Dr. Chris Unger and my advisor Dr. Sara Ewell, who instilled in me the courage to make it to the finish line. My work is dedicated to all of the professors from the Northeastern University College of Professional Studies who influenced my beliefs and practices. The process has been rigorous and enriching, and I am better scholar-practitioner after having learned from the diverse experiences.

And finally, I dedicate this work to my own students, both past, and present. Each of you has reinforced to me in countless ways that culture and relationships must come before anything else in a school building. This notion is illustrated in this dissertation thesis, as I am certain it will be in my future educational endeavors.

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Table of Contents

Abstract

2

Acknowledgements

3

Table of Contents

5

Chapter 1: Introduction to the Study

8

Topic and Research Problem

9

Significance of the Problem

11

Purpose Statement and Research Questions

14

Theoretical Framework

16

Chapter 2: A Review of the Literature

26

Multicultural Education

26

Importance of Multicultural Education

28

Approaches to Multicultural Education in School Systems

28

Impact of Multiculturalism on Teaching and Learning

34

Culturally Responsive Pedagogies (CRP)

35

Importance of CRP

37

Approaches of CRP Training Programs

38

Critical Reflectivity

40

Impact of CRP on Teaching and Learning

44

Conclusion

48

Chapter 3: Methodology

49

Research Question

50

Qualitative Research Approach

50

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