Date
9-19-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Constance Pearson
Keywords
Cultural responsive teaching, diversity, marginalized students, differential teaching, change in teaching, achievement for minority students, teaching students of color, education for all, transcendental, phenomenological, culturally responsive teaching, minority students, socio-cultural theory, self-efficacy theory, impact of cultural teaching
Disciplines
Education
Recommended Citation
Bailey, Rosalind, "A Transcendental Phenomenological Qualitative Study of High School Teachers' Experiences Related to Culturally Responsive Teaching and the Impact It Plays on the Achievement of Minority Students" (2024). Doctoral Dissertations and Projects. 6032.
https://digitalcommons.liberty.edu/doctoral/6032
Abstract
This transcendental phenomenological qualitative research study aimed to understand the lived experiences of high school teachers in relation to culturally responsive teaching and the role it plays in the achievement of minority students. The leading theory that guided this study was Vygotsky's sociocultural theory which emphasizes the importance of human development where teachers incorporate students' culture, beliefs, and social norms as essential aspects of instruction (Crotty, 1998). Additionally, Bandura's self-efficacy theory was incorporated as a perspective to assess the impact of teaching influence exerted by teachers based on their personal beliefs. The participants for this study included 13 high school educators between the ages of 25 and 50 with teaching experience of over three years. Data collection included a triangulation method of interviews, surveys, and a focus group to assess the phenomenon. The data were analyzed through digital software, and the findings were recorded, evaluated, and coded. The three main themes that were identified included: understanding the concept of culturally responsive teaching, misconceptions of culturally responsive teaching, and the significance of culturally responsive teaching. The teachers' perspectives and experiences also gave rise to sub-themes that included perceptions, beliefs, stereotypes and assumptions associated with culturally responsive teaching. Future research was discussed in addition to the implications of policies and practices for culturally responsive teaching implementation.
