Let the Circle Be Unbroken: Culturally Responsive Pedagogy and Novice, African American, Elementary School Teachers Public
Faison, Morgan Zacheya-Jewel (2016)
Abstract
Over the past thirty years, education policy groups, teacher education programs, and state education departments have galvanized their efforts to recruit more African American teachers. Despite these efforts, however, recent data shows high rates of attrition among novice, African Americans entering the field (U.S. Dept. of Education, 2016). Foster (1997), Irvine (1991), and Ladson-Billings (1995) have noted relationships between the beliefs and practices of exemplary veteran, African American teachers and culturally responsive pedagogy. Yet, an analysis of the beliefs and practices of younger, novice African American teachers and culturally responsive pedagogy had not been fully undertaken before this study was conducted. This dissertation study examined the beliefs, practices, and socialization experiences of four, novice, African American teachers who worked in different elementary school settings in an urban school district in the U.S. South. Specifically, the following research questions guided this study:
1: What are the beliefs and practices of exemplary, novice African American teachers?
2: What are the family and community, early schooling, teacher education, and mentoring experiences that inform the beliefs and practices of exemplary, novice African American teachers?
3: What is the relationship between exemplary, novice African American teachers' family and community, early schooling, teacher education, and mentoring experiences and their beliefs and practices?
4: What other variables do exemplary, novice African American teachers describe as influential to their beliefs and practices?
The participants were sampled through a process of community nomination (Foster, 1997) and by varying their professional entry pathway. Through a blending of case study and narrative inquiry methodologies, the findings confirmed that participants had strikingly similar beliefs and practices when compared to their veteran, African American teacher predecessors. Furthermore, the participants drew from their shared beliefs, values, norms, and experiences to enact culturally responsive pedagogies. Likewise, the study revealed a continuity of intergenerational cultural transmission through various socialization experiences. The study concludes with several implications for teacher education research, policy, and practice.
Table of Contents
INTRODUCTION. 1
Statement and Significance of the Problem. 3
Research Questions. 7
Definition of Terms. 7
THEORETICAL Considerations. 8
Culture and Cultural Transmission. 9
Culturally Responsive Pedagogy. 11
African American Teachers and Culturally Responsive Pedagogy. 14
REVIEW OF THE LITERATURE. 15
Literature Search Strategy. 15
Personal Backgrounds. 16
Teacher Education. 19
Mentoring. 24
Beliefs. 27
Practices. 31
Limitations of the Literature on Novice, African American Teachers. 35
Methodology. 37
Pilot Study. 39
Participant Selection. 41
Data Collection. 42
Coding and Analysis. 44
Authenticity and Trustworthiness. 45
FINDINGS. 47
The District. 48
Case 1: Nia's Story. 49
Case 2: Cassidy's Story. 73
Case 3: Patrice's Story. 98
Case 4: Monica's Story. 129
Cross-Case Analysis. 148
Research Question One. 148
Research Question Two. 163
Research Question Three. 174
Research Question Four. 180
DISCUSSION AND IMPLICATIONS. 182
Culturally Responsive Pedagogy. 183
Intergenerational Cultural Transmission. 185
Limitations. 188
Implications for Research. 189
Implications for Policy. 190
Implications for Practice. 193
CONCLUSION. 195
REFERENCES. 197
APPENDICES. 214
Appendix A: Literature Review Chart. 214
Appendix B: Participant Table. 218
Appendix C: Conversation Guide. 219
Appendix D: Document Summary Form. 221
Appendix E: Diagram of Qualitative Data Analysis. 222
Appendix F: Cross-Case Analysis Matrix. 223
Appendix G: Autobiographical Narrative. 224
About this Dissertation
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Primary PDF
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Supplemental Files
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Faison Final Dissertation.3.pdf () | 2018-08-28 13:57:23 -0400 |
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Faison Final Dissertation.2.pdf () | 2018-08-28 14:00:26 -0400 |
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