Date of Conferral

4-26-2024

Date of Award

April 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Robert Flanders

Abstract

The number of students from ethnically, culturally, and linguistically diverse backgrounds in K–12 public education settings has increased in the past two decades. However, 80% of teachers in public schools are White and middle-class, which does not mirror the student population. Even though higher education prepares teachers to be culturally sensitive to diverse cultures, more understanding is needed. The purpose of this qualitative exploratory single-embedded case study was to explore teacher educators’ and elementary (K–5) building administrators’ perceptions of preservice and early-career teachers’ preparedness from a university to implement culturally responsive practices for ethnically, culturally, and linguistically diverse students in an urban school district in the western United States. The conceptual framework consisted of Gay’s five elements of culturally responsive teaching. Purposeful sampling was used to select nine teacher educators and 11 elementary building administrators to participate in semistructured interviews. Data analysis included the identification of codes and categories to determine themes. The study’s findings revealed teacher educators exhibit some aspects of Gay’s elements in their instructions; however, building administrators agreed that early career teachers need additional support connecting theory to practice when transitioning to working with a diverse student population. Furthermore, teacher educators and building administrators favor early exposure to diverse field experiences, texts, and materials to support teachers’ understanding of culturally responsive teaching practices. The study has the potential to influence social change by informing teacher educators and building administrators about teachers’ needs for implementing culturally responsive practices.

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