Date of Graduation

5-2024

Document Type

Thesis

Degree Name

Bachelor of Arts

Degree Level

Undergraduate

Department

Curriculum and Instruction

Advisor/Mentor

Ward, Peggy

Committee Member/Reader

Calleja, Paul

Abstract

Culturally responsive pedagogy (CRP) entails the use of cultural knowledge, prior experiences, and learning styles of ethnically and culturally diverse students to make instruction more relevant and effective for them. Furthermore, practices within this pedagogy are validating, inclusive, emancipatory, and ethical, and help diverse students succeed academically while maintaining their cultural identity. Numerous studies have indicated that using culturally responsive pedagogy increases student academic achievement, sense of self, and emotional well-being (Ladson, 1995; Gay, 2018). Considering the varying degrees of cultural and linguistic diversity in Northwest Arkansas (NWA) schools and the lack of reported professional development relating to CRP, this study aimed to examine NWA secondary teachers’ dispositions (values, attitudes, and beliefs) toward culturally responsive pedagogical practices. Employing a mixed methods survey research design, the study integrated self-reported Likert scale ratings and open-ended questions for a more in-depth understanding of teachers' challenges while incorporating CRP into their classrooms. This study presents the online survey results of 131 teachers from 9-12 grades from various regional districts. Findings indicate that NWA secondary teachers report having positive perceptions toward culturally responsive pedagogical practices. Further analysis also suggests factors, such as subject area taught and years of teaching experience, that may impact teacher dispositions. These findings are significant because they indicate potential areas of concern regarding equitable teaching relevant to teacher preparation, training, and support for CRP. They can be used to develop more meaningful, tangible, and supportive professional development. These results could also impact the decisions made by school administrators regarding matters related to CRP, affecting both teachers and the overall school culture.

Keywords

education; teacher perception; CRP incorporation; CRP professional development; CRP curriculum

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