Date
5-22-2024
Department
Rawlings School of Divinity
Degree
Doctor of Philosophy
Chair
Micheal Pardue
Keywords
culturally responsive school leadership, culturally responsive pedagogy, cultural intelligence, culturally marginalized students, Christian private schools, culturally responsive Christian school leadership
Disciplines
Christianity | Educational Leadership
Recommended Citation
Anderson, Denecia B., "A Correlational Study of Culturally Responsive Christian School Leadership and Its Impact on Culturally Marginalized Students" (2024). Doctoral Dissertations and Projects. 5593.
https://digitalcommons.liberty.edu/doctoral/5593
Abstract
According to the National Center for Education Statistics (2022), the Private School Universe Survey (PSS) was given and disclosed that 4.7 million students were served in private elementary and secondary schools in the fall of 2019. Approximately twenty-five percent of private schools in the United States of America are considered conservative Christian schools (National Center for Education Statistics, 2022). Within the conservative Christian schools, 0.7% of the students were American Indian, 5.3% were Asian, 68.6% were white, 11.2% were Black, 9.2% were Hispanic, 0.8% were Pacific Islander, and 4.3% were two or more races. Diversity in conservative Christian schools is minimal compared to public schools (Ee et al., 2018); however, the smaller percentages of diverse students on a private Christian school campus do not nullify the need for cultural awareness and responsiveness. The purpose of this correlational study was to determine if a relationship exists between culturally responsive school leadership, cultural awareness, teacher readiness for educating all students, and professional learning opportunities about diversity, controlling for Christian private schools located in the United States of America. This study utilized the survey design method, and the sample of this research comprised the population of teachers employed for at least one year at Christian private schools. The results of the study are based on significant Chi-square analyses, which show numerous strong relationships between Likert scale item means that show primary factors that highlight teacher perceptions of cultural awareness, teacher readiness to educate all students, and equity-focused professional learning opportunities.
