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The Impact of Teacher Cultural Aware...

Damalos, Angelle D.

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The Impact of Teacher Cultural Awareness and Culturally Relevant Pedagogy on Academic Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of Teacher Cultural Awareness and Culturally Relevant Pedagogy on Academic Achievement./
Author:	Damalos, Angelle D.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	187 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:	Dissertations Abstracts International81-03A.
Subject:	Teacher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13904412
ISBN:	9781085690638

The Impact of Teacher Cultural Awareness and Culturally Relevant Pedagogy on Academic Achievement.
Damalos, Angelle D.

The Impact of Teacher Cultural Awareness and Culturally Relevant Pedagogy on Academic Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 187 p.

Source: Dissertations Abstracts International, Volume: 81-03, Section: A.

Thesis (Ed.D.)--Northcentral University, 2019.

This item must not be sold to any third party vendors.

While the cultural diversity in American secondary schools is growing rapidly, culturally diverse students, specifically those of Hispanic ethnicity, continue to underperform in public schools. The academic deficit, which significantly contributes to the lack of motivation, follows Hispanic students throughout secondary school. The problem was that teachers were not provided with adequate training to help students assimilate into the American education system or implement ways to overcome barriers in their approaches to learning through culturally relevant pedagogy. A conceptual framework including theories regarding learning, motivation and culturally relevant pedagogy, as well as empirical research and prior studies identifying constructivist and cultural practices to enhance a teacher's cultural competency guided the study. The purpose of this study was to explore the current cultural awareness of teachers and the use of culturally relevant pedagogy in suburban high school classrooms. The teachers' reflections of this awareness were captured through the responses of 45 participants in a high performing suburban school district through an anonymous, online survey that provided data on a Likert Scale of 1-5. Review of the existing literature emphasized the variables of culture and social norms and the significance of teacher cultural competency as paramount to approaches to learning and teaching. The survey data confirmed the cultural and social disconnect between teachers and students as more than 76% of teachers reported being aware of the social and cultural impact on student approaches to learning; however, less than 46% of the same teachers incorporated social and cultural structures into their approaches to teaching. The analysis of data implies that teachers, while culturally aware, were not using culturally competent approaches to teaching. Future researchers need to measure the academic achievement of under-performing students before and after teachers complete cultural competency training.

ISBN: 9781085690638Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Cultural adaptation of curriculum

The Impact of Teacher Cultural Awareness and Culturally Relevant Pedagogy on Academic Achievement.
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500 $a Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
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520 $a While the cultural diversity in American secondary schools is growing rapidly, culturally diverse students, specifically those of Hispanic ethnicity, continue to underperform in public schools. The academic deficit, which significantly contributes to the lack of motivation, follows Hispanic students throughout secondary school. The problem was that teachers were not provided with adequate training to help students assimilate into the American education system or implement ways to overcome barriers in their approaches to learning through culturally relevant pedagogy. A conceptual framework including theories regarding learning, motivation and culturally relevant pedagogy, as well as empirical research and prior studies identifying constructivist and cultural practices to enhance a teacher's cultural competency guided the study. The purpose of this study was to explore the current cultural awareness of teachers and the use of culturally relevant pedagogy in suburban high school classrooms. The teachers' reflections of this awareness were captured through the responses of 45 participants in a high performing suburban school district through an anonymous, online survey that provided data on a Likert Scale of 1-5. Review of the existing literature emphasized the variables of culture and social norms and the significance of teacher cultural competency as paramount to approaches to learning and teaching. The survey data confirmed the cultural and social disconnect between teachers and students as more than 76% of teachers reported being aware of the social and cultural impact on student approaches to learning; however, less than 46% of the same teachers incorporated social and cultural structures into their approaches to teaching. The analysis of data implies that teachers, while culturally aware, were not using culturally competent approaches to teaching. Future researchers need to measure the academic achievement of under-performing students before and after teachers complete cultural competency training.
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