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Female teachers, whiteness, and the ...

Jayne, Ann M.

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Female teachers, whiteness, and the quest for cultural proficiency.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Female teachers, whiteness, and the quest for cultural proficiency./
作者:	Jayne, Ann M.
面頁冊數:	124 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
Contained By:	Dissertation Abstracts International75-07A(E).
標題:	Education, Multilingual. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3615705
ISBN:	9781303817816

Female teachers, whiteness, and the quest for cultural proficiency.
Jayne, Ann M.

Female teachers, whiteness, and the quest for cultural proficiency. - 124 p.

Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.

Thesis (Ed.D.)--University of the Pacific, 2014.

Though America's public schools have become increasingly diverse, the teaching staff remains relatively homogeneous. This gap is more apparent in California schools that serve large numbers of students of color, being taught by teachers who are predominately White and female. Because the population of kindergarten-through-12th-grade teachers is predominately white and middle class, theorists recommend the self-discovery process of striving for cultural proficiency as a solution. Teacher cultural proficiency is a series of characteristics that are learned, honed, and constantly evolving to create a classroom that is culturally aware and culturally sensitive for all students. Although there is ample literature regarding multicultural education, there is limited research discussing teachers' perceptions and experiences with cultural proficiency, especially white women, who represent the largest population of teachers in California. The purpose of this study was to further investigate teacher stories along their journey on the cultural proficiency continuum.

ISBN: 9781303817816Subjects--Topical Terms:

1669153
Education, Multilingual.

Female teachers, whiteness, and the quest for cultural proficiency.
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500 $a Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
500 $a Adviser: Delores McNair.
502 $a Thesis (Ed.D.)--University of the Pacific, 2014.
520 $a Though America's public schools have become increasingly diverse, the teaching staff remains relatively homogeneous. This gap is more apparent in California schools that serve large numbers of students of color, being taught by teachers who are predominately White and female. Because the population of kindergarten-through-12th-grade teachers is predominately white and middle class, theorists recommend the self-discovery process of striving for cultural proficiency as a solution. Teacher cultural proficiency is a series of characteristics that are learned, honed, and constantly evolving to create a classroom that is culturally aware and culturally sensitive for all students. Although there is ample literature regarding multicultural education, there is limited research discussing teachers' perceptions and experiences with cultural proficiency, especially white women, who represent the largest population of teachers in California. The purpose of this study was to further investigate teacher stories along their journey on the cultural proficiency continuum.
520 $a This study includes interviews with three teachers who have reputations for being culturally proficient and who work in elementary schools in a California Central Valley district serving large populations of students of color. The purpose of the interviews was to further explore the teachers' experiences striving for cultural proficiency and implementing culturally aware practices in their classrooms. The results of this study suggest that the continued journey to cultural proficiency mirrors cultural proficiency theory but lacks one key component: self-reflection in regard to whiteness. The interviewed teachers struggled with the theoretical foundations of critical whiteness theory and cultural proficiency, but they believed that the goal of cultural proficiency was one in which they would constantly be striving. The findings of this study address some of the culturally proficient themes of self-discovery, curiosity, experience, and travel that contribute to these teachers' culturally proficient reputations, and they add to scholarship by suggesting an additional tenet to cultural proficiency, that of being intimately aware of one's own whiteness and privilege.
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