• Login
    View Item 
    •   Home
    • UA Graduate and Undergraduate Research
    • UA Theses and Dissertations
    • Dissertations
    • View Item
    •   Home
    • UA Graduate and Undergraduate Research
    • UA Theses and Dissertations
    • Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of UA Campus RepositoryCommunitiesTitleAuthorsIssue DateSubmit DateSubjectsPublisherJournalThis CollectionTitleAuthorsIssue DateSubmit DateSubjectsPublisherJournal

    My Account

    LoginRegister

    About

    AboutUA Faculty PublicationsUA DissertationsUA Master's ThesesUA Honors ThesesUA PressUA YearbooksUA CatalogsUA Libraries

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    White Curricula Effect to White Replacement Anxiety, Status Quo Politics: Teacher Experience and Understanding in Culturally Responsive Professional Development

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    azu_etd_18324_sip1_m.pdf
    Size:
    18.66Mb
    Format:
    PDF
    Download
    Author
    Gonzalez, Norma Isela
    Issue Date
    2020
    Keywords
    asset-based pedagogy
    culturally humanizing pedagogy
    culturally responsive leadership
    culturally responsive pedagogy
    culturally responsive professional development
    Advisor
    Lopez, Francesca
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    While the student demographic continues to shift in public education across the country, reflecting a more diverse classroom comprised of minoritized students, teacher preparation programs continue to espouse White middle-class values. As such, the education process continues to dehumanize minoritized students through socially acceptable discriminatory practices and policies. This approach to teacher preparation leaves teachers ill prepared to adequately teach minoritized students by not recognizing the resources that they bring to the classroom. To the contrary, minoritized students are expected to leave their culture and identity outside of the classroom. As the achievement gap is maintained, this study purposefully examines the process implemented to interrupt that disparity through in-service teacher professional development in culturally responsive teaching in a large urban school district. This grounded theory method study examines in-service teacher experience and understanding in culturally responsive professional development that tends to teacher bias thinking and critical awareness development. Teacher critical awareness development focuses in these four areas: ongoing effort to instructionally integrate students’ cultural knowledge, attention to the effects of explicit and implicit bias, ongoing effort to affirm students’ academic and ethnic identities, and heightened awareness to issues of social justice, teachers’ asset-based beliefs, teacher critical awareness, and student identity. The findings provide insight regarding the ways that in-service teachers experience and understand the culturally responsive professional development that encompass six themes: (a) Status Quo-White Curricula Effect, (b) Altruistic Reconciliation, (c) Pensive Practitioners, (d) Colorblind Liberal, (e) People of Color Apologetic Syndrome and White Replacement Anxiety, and (f) Practical Complacent Practitioners. The six emergent themes were further analyzed and categorized into three overarching categories: the Conventional Practitioners, the Dysconscious Racists, and the Equity Saboteurs. The results of this study serve to inform approaches to implement culturally responsive professional development to interrogate educational inequities and provide humanizing spaces of authentic learning for minoritized students.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Educational Leadership
    Degree Grantor
    University of Arizona
    Collections
    Dissertations

    entitlement

     

    Related items

    Showing items related by title, author, creator and subject.

    • Thumbnail

      Educational Leadership in the Age Of Diversity: A Case Study of Middle School Principals' Cultural Awareness and Influence in Relation to Teachers' Cultural Awareness and the Use of Culturally Responsive Curriculum and Pedagogy in Classrooms

      Taylor, John; Robinson, Lynda Marie Cesare; Taylor, John; Bennett, Jeffrey; Pedicone, John (The University of Arizona., 2010)
      This embedded case study examined middle school principals' self-reported cultural awareness, teachers' self-reported cultural awareness, and principals' influence on cultural awareness in the school. In addition, the study focused on how principals influenced teachers' cultural awareness and implementation of multicultural education, and culturally responsive curriculum and pedagogy in classrooms.The conceptual framework for the study was based on theoretical perspectives of Banks' (1999) Eight Characteristics of the Multicultural School, Gay's (2003) Culturally Responsive Curriculum and Pedagogy, and Lindsey, Roberts, and CampbellJones' (2005) Cultural Competence Continuum. Two principals and 10 teachers from two schools volunteered to participate in the study. The methodology included the development and use of semi-structured principal and teacher interview instruments, a teacher classroom observation instrument, and an instrument for analysis of curriculum documents. Findings revealed variable levels of participants' cultural awareness and competence, pedagogical practices, and curriculum implementations. A triangulation of data sources from interviews, observations, and documents suggested that the two principals' leadership conveyed similarities and differences in influencing teachers' cultural awareness and supporting their implementation of culturally responsive curriculum and pedagogy within classrooms.
    • Thumbnail

      ATTITUDES AND MEMORIES IN TRANSACTION: A CROSSCULTURAL EXPLORATION OF INTERGROUP ATTITUDES AND THE REMEMBERING ACTIVITY (STORY RECALL).

      Rosser, Rosemary; VAURASTEH, VICTOR PIRUZ. (The University of Arizona., 1985)
      The purpose of the present study was to explore the relationship between intergroup attitudes and the remembering activity of two culturally different groups of subjects. The theoretical basis of this study is the transactional model as outlined by Meacham (1977). According to this model, the attitudes, memories and the sociocultural background of the rememberer constantly and simultaneously alter one another in a reciprocal fashion. Different sociocultural experiences lead to different attitudes and memories, and any changes brought about in attitudes result in changes in memories and vice versa. To examine this system of relationship, two groups of American and Iranian subjects were recruited. Both groups consisted of 28 university students who were either upper classmen or graduate students. Subjects' initial attitudes toward three sets of attitudinal objects were assessed using a set of 37 Semantic Differential Scales. The three sets of attitudinal objects consisted of peoples and governments of three countries of Iran, Sweden, and the U.S. A week after the inital assessment, the subjects were engaged in a remembering activity which consisted of two tasks. The first task was a free recall task. The subjects were asked to recall, to the best of their abilities, the story of the American hostages in Iran. Following the free recall activity the subjects were given a set of 16 statements, which collectively described the entire hostage event in a concise manner. Each of these statements had four different components which the subjects were asked to mark if they would recognize them. The four components were action, agent, time, and explanation. Immediately after the recall and recognition tasks, the attitudes of the subjects toward the same attitudinal objects were assessed again. The data did not provide any support for the transactional model, but nevertheless revealed some significant differences between the two groups of subjects in regard to some of the attitudinal objects.
    • Thumbnail

      Re-Imagining the Landscape: Persistent Ideologies and Indelible Marks Upon the Land

      Ferguson, T. J.; Stuart-Richard, Gina D.; Parezo, Nancy J.; Zedeno, Maria N.; Colombi, Benedict J. (The University of Arizona., 2012)
      Land is a critical element in the formation of, maintenance and continuance of Native identity to tribes in North America. Since time immemorial, Native people have occupied these landscapes in a manner than can perhaps be best described as "persistent." Native views of the land can differ significantly from those of a Western, or Anglo-American tradition. And when managers of these lands come from a Western tradition, dissimilar views on how these lands should be used can become very problematic for Native people. This research examines how five tribes (Pueblo of Acoma, the Hopi Tribe, Pueblo of Laguna, Navajo Nation and Pueblo of Zuni) view their identity and future cultural continuity as their ancestral homelands are inundated by competing uranium mining interests that threaten to destroy the Mount Taylor landscape of northern New Mexico.
    The University of Arizona Libraries | 1510 E. University Blvd. | Tucson, AZ 85721-0055
    Tel 520-621-6442 | repository@u.library.arizona.edu
    DSpace software copyright © 2002-2017  DuraSpace
    Quick Guide | Contact Us | Send Feedback
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.