DOI

10.17077/etd.7cblvjs8

Document Type

Dissertation

Date of Degree

Spring 2010

Degree Name

PhD (Doctor of Philosophy)

Degree In

Educational Policy and Leadership Studies

First Advisor

McNabb, Scott

First Committee Member

Bills, David

Second Committee Member

Haack, Marcus

Third Committee Member

Bartlett, Larry

Abstract

America's school-age population is experiencing a demographic shift. In 1972, students of color represented 22% of the school-age population; in 2005, minority students accounted for 33% of public school enrollment (Statistics, 2007 Villegas, 2002). This study sought to explore how these changing demographics affected University Town Community Schools, the district's interventions, and teachers' perceptions to those interventions. This study also explored teachers' feelings of efficacy when teaching minority students. Using a qualitative study among third-, fourth-, fifth-, and sixth-grade elementary school teachers, a random sample of 9 teachers from schools comprising a minority population of at least 40% were interviewed. Data analysis involved the use of themes that emerged from the interview data, observations, and quotations from participants.

The findings indicated that the district acted on a school-by-school basis, with no specific actions to target any one racial group. Meanwhile, teachers were inconsistent when discussing race, behavior, and learning. Teachers felt comfortable assigning behaviors based on race and culture, but were hesitant to assign learning strengths and weaknesses based on race or culture.

Keywords

Changing Demographics, Culturally Competent Education, Culturally Relevant Education, Culturally Responsive Education, Minority Populations, Teacher Perceptions of Districts Interventions

Pages

2, x, 146 pages

Bibliography

Includes bibliographical references (pages 128-132).

Copyright

Copyright 2010 Heather Hyatt Kreinbring

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