![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This study explored the perceptions of 430 P-12 urban teachers regarding the instruction of diverse students and their own ability to effectively implement culturally responsive teaching (CRT). Employing qualitative methodology, four open-ended sentence stems were used to capture teachers’ thoughts, beliefs, and experiences. Results reveal teachers’ strong commitment to CRT, an understanding of behaviors which constitute CRT, a strong sense of efficacy in teaching diverse students, and anticipation of positive outcomes through proactively addressing diverse students’ needs. This research provides valuable information for school districts and schools of education as they develop culturally responsive teachers for today’s diverse classrooms.
Keywords urban education, teachers, multicultural education, social justice, students
References
Section:
|
Anfara, V., Brown, K., Mangione, T. (2002). Qualitative analysis on stage: Making the research process more public. Educational Researcher, 31(7), 28-38. Google Scholar | SAGE Journals | |
|
Au, K. H. (1993). Literacy instruction in multicultural settings. New York, NY: Harcourt Brace. Google Scholar | |
|
Banks, J. A. (2006). Race, culture, and education: The selected works of James A. Banks. London, England: Routledge. Google Scholar | Crossref | |
|
Banks, J. A. (2010). Series forward. In Gay, G. (Ed.), Culturally responsive teacher: Theory, research, and practice (2nd ed., pp. ix-xiii). New York, NY: Teachers College Press. Google Scholar | |
|
Banks, J. A., Banks, C. A. M. (2009). Multicultural education: Issues and perspectives (7th ed.). San Francisco, CA: Wiley. Google Scholar | |
|
Bennett, S. V. (2012). Effective facets of a field experience that contributed to eight preservice teachers’ developing understandings about culturally responsive teaching. Urban Education, 48, 380-419. Google Scholar | SAGE Journals | |
|
Boutte, G. S. (2012). Urban schools: Challenges and possibilities for early childhood and elementary education. Urban Education, 47, 515-550. Google Scholar | SAGE Journals | ISI | |
|
Boykin, A. W. (1986). The triple quandary and the schooling of Afro-American children. In Neisser, U. (Ed.), The school achievement of minority children: New perspectives (pp. 243-256). Albany: State University of New York Press. Google Scholar | |
|
Boykin, A. W. (2002). Talent development, cultural deep structure, and school reform: Implications for African immersion initiatives. In Denbo, S. J., Beaulieu, L. M. (Eds.), Improving schools for African American students: A reader for educational leaders (pp. 81-94). Springfield, IL: Charles C Thomas. Google Scholar | |
|
Brown, M. R. (2007). Educating all students: Creating culturally responsive teachers, classrooms, and schools. Intervention in School and Clinic, 43, 57-62. Google Scholar | SAGE Journals | ISI | |
|
California Department of Education Educational Demographics Unit . (2013). Statewide enrollment by ethnicity. Retrieved from http://dq.cde.ca.gov/dataquest/EnrollEthState.asp?Level=State&TheYear=2012-13&cChoice=EnrollEth1&p=2 Google Scholar | |
|
Darling-Hammond, L. (2000). New standards and old inequalities: School reform and the education of African American students. Journal of Negro Education, 69, 263-287. Google Scholar | Crossref | |
|
Delpit, L. (2003). Educators as “seed people” growing a new future. Educational Researcher, 32(7), 14-21. Google Scholar | SAGE Journals | |
|
Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom (2nd ed.). New York, NY: The New Press. Google Scholar | |
|
Edmonds, R. (1986). Characteristics of effective schools. In Neisser, U. (Ed.), The school achievement of minority children: New perspectives (pp. 93-104). Hillside, NJ: Lawrence Erlbaum. Google Scholar | |
|
Eisenhart, M., Cutts-Dougherty, K. (1991). Social and cultural constraints on students’ access to school knowledge. In Hiebert, E. (Ed.), Literacy for a diverse society: Perspectives, programs, and policies (pp. 28-43). New York, NY: Teachers College Press. Google Scholar | |
|
Erickson, F. (2010). Culture in society and in educational practices. In Banks, J. A., Banks, C. A. M. (Eds.), Multicultural education: Issues and perspectives (7th ed., pp. 33-56). Hoboken, NJ: Wiley. Google Scholar | |
|
Freire, P. (2002). Pedagogy of the oppressed. New York, NY: Continuum International. Google Scholar | |
|
Gay, G. (2002). Culturally responsive teaching in special education for ethnically diverse students: Setting the stage. Qualitative Studies in Education, 15, 613-629. Google Scholar | Crossref | |
|
Gay, G. (2010). Culturally responsive teacher: Theory, research, and practice (2nd ed.). New York, NY: Teachers College Press. Google Scholar | |
|
Greene, R. L. (Ed.). (2009). Expectations in education: Readings on high expectations, effective teaching, and student engagement. Columbus, OH: McGraw-Hill, Science Research Associates. Google Scholar | |
|
Harriott, W. A., Martin, S. S. (2004). Using culturally responsive activities to promote social competence and classroom community. Teaching Exceptional Children, 37, 48-54. Google Scholar | SAGE Journals | |
|
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge. Google Scholar | |
|
Immigration sabotage [Editorial] . (2007, June 4). The New York Times, p. A.22. Google Scholar | |
|
Irvine, J. J. (2003). Educating teachers for diversity: Seeing with a cultural eye. New York, NY: Teachers College Press. Google Scholar | |
|
Irvine, J. J., Armento, B. J. (2001). Culturally responsive teaching: Lesson planning for elementary and middle grades. New York, NY: McGraw-Hill. Google Scholar | |
|
Jiang, Y., Bonner, P., Warren, S. R. (2013). Investigating teachers’ perceptions of characteristics of culturally responsive teaching. Paper Presentation to the Multicultural Education SIG American Educational Research Association Annual Conference, San Francisco, CA. Google Scholar | |
|
Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America. New York, NY: Crown Publishing. Google Scholar | |
|
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491. Google Scholar | SAGE Journals | ISI | |
|
Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco, CA: Jossey-Bass. Google Scholar | |
|
Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children (2nd ed.). San Francisco, CA: Jossey-Bass. Google Scholar | |
|
Leff, L. (2014, April 27). Report: California key to raising national graduation rate. Daily News. Retrieved from http://www.dailynews.com/social-affairs/20140427/report-california-key-to-raising-national-graduation-rate Google Scholar | |
|
Martin, P., Midgley, E. (2006). Immigration to the United States (Population Bulletin, Vol. 54, No. 2). Washington, DC: Population Reference Bureau. Google Scholar | |
|
Milner, H. R. (2006). Preservice teachers’ learning about cultural and racial diversity: Implications for urban education. Urban Education, 41, 343-375. Google Scholar | SAGE Journals | ISI | |
|
Milner, H. R. (2011). Culturally relevant pedagogy in a diverse urban classroom. Urban Review, 43, 66-89. Google Scholar | Crossref | |
|
Moll, L., Gonzalez, N. (2004). Engaging life: A funds-of-knowledge approach to multicultural education. In Banks, J. A., Banks, C. A. M (Eds.), Handbook of research on multicultural education (2nd ed., pp. 699-715). San Francisco, CA: Jossey-Bass. Google Scholar | |
|
Murrell, P. C. (1998). Like stone soup: The role of the professional development school in the renewal of urban schools. Washington, DC: American Association of Colleges for Teacher Education. Google Scholar | |
|
National Center for Education Statistics . (2008). The condition of education 2008. Washington, DC: U.S. Department of Education. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008031 Google Scholar | |
|
National Collaborative on Diversity in the Teaching Force . (2004). Assessment of diversity in America’s teaching force: A call to action. Washington, DC: U.S. Department of Education. Google Scholar | |
|
National Comprehensive Center for Teacher Quality and Public Agenda . (2008). Lessons learned: New teachers talk about their jobs, challenges, and long-range plans. Retrieved from https://www.publicagenda.org/files/lessons_learned_3.pdf Google Scholar | |
|
Nieto, S. (2010). The light in their eyes: Creating multicultural learning communities (10th anniversary ed.). New York, NY: Teachers College Press. Google Scholar | |
|
Nieto, S., Bode, P. (2007). Affirming diversity: The sociopolitical context of multicultural education (5th ed.). New York, NY: Allyn & Bacon. Google Scholar | |
|
Phuntsog, N. (1999). The magic of culturally responsive pedagogy: In search of the genie’s lamp in multicultural education. Teacher Education Quarterly, 26, 97-111. Google Scholar | |
|
Phuntsog, N. (2001). Culturally responsive teaching: What do selected United States elementary school teachers think? Intercultural Education, 12, 51-64. Google Scholar | Crossref | |
|
Ramirez, M., Castaneda, A. (1974). Cultural democracy, bicognitive development, and education. New York, NY: Academic Press. Google Scholar | |
|
Ross, J., Bell, P. (2014). School is over for the summer: So is the era of majority white U.S. public schools. National Journal: The Next America/Education.Retrieved from https://www.theatlantic.com/politics/archive/2014/07/school-is-over-for-the-summer-so-is-the-era-of-majority-white-us-public-schools/431094/ Google Scholar | |
|
Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday/Currency. Google Scholar | |
|
Siwatu, K. O. (2007). Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs. Teaching and Teacher Education, 23, 1086-1101. Google Scholar | Crossref | ISI | |
|
Siwatu, K. O. (2009, August). Culturally Responsive Teaching Self-Efficacy Scale: Theory, research, and applications. Paper presented at the annual meeting of the American Psychological Association, Toronto, Ontario, Canada. Google Scholar | |
|
Southern Education Foundation . (2013). A new majority—Low income students in the south and nation (Research report update). Available from http://www.southerneducation.org Google Scholar | |
|
Spindler, G., Spindler, L. (1993). The process of culture and person: Cultural therapy and culturally diverse schools. In Phelan, P., Davidson, A. L. (Eds.), Renegotiating cultural diversity in American schools (pp. 21-51). New York, NY: Teachers College Press. Google Scholar | |
|
Trumbell, E., Pacheco, M. (2006). Leading with diversity: Cultural competencies for teacher preparation and professional development. Providence, RI: The Education Alliance at Brown University. Google Scholar | |
|
U.S. Department of Education, National Center for Education Statistics . (2007-2008). Schools and Staffing Survey: Public school teacher data file (2007-08). Retrieved from http://nces.ed.gov/surveys/sass/tables/sass0708_2009324_t1s_02.asp Google Scholar | |
|
U.S. Department of Homeland Security . (2007). Yearbook of immigration statistics, 2006. Washington, DC: Office of Immigration Statistics, U.S. Department of Homeland Security. Retrieved from https://www.dhs.gov/sites/default/files/publications/Yearbook_Immigration_Statistics_2006.pdf Google Scholar | |
|
Veney, D. (2014). 50 years later: This is not a “post-racial” society. Equity Line: The Education Trust. Retrieved from http://theequityline.org/wp/2014/07/02/50-years-later-this-is-not-a-post-racial-society/Ed Google Scholar | |
|
Villegas, A. M., Lucas, T. (2002). Preparing culturally responsive teachers. Journal of Teacher Education, 53, 20-32. Google Scholar | SAGE Journals | ISI | |
|
Wang, M. C., Gordon, E. W. (Eds.). (1994). Educational resilience in inner-city America: Challenges and prospects. Hillside, NJ: Lawrence Erlbaum. Google Scholar | |
|
Warren, S. R. (2002). Stories from the classrooms: How expectations and efficacy of diverse teachers affect the academic performance of children in poor urban schools. Educational Horizons, 80, 109-116. Google Scholar | |
|
Zeichner, K. M. (1996). Educating teachers to close the achievement gap: Issues of pedagogy, knowledge, and teacher preparation. In Williams, B. (Ed.), Closing the achievement gap: A vision for changing beliefs and practices (pp. 56-77). Alexandria, VA: Association of Supervision and Curriculum Development. Google Scholar |
