Document Type
Dissertation
Date of Degree
Spring 2010
Degree Name
PhD (Doctor of Philosophy)
Degree In
Educational Policy and Leadership Studies
First Advisor
Scott McNabb
First Committee Member
David Bills
Second Committee Member
Marcus Haack
Third Committee Member
Larry Bartlett
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