Date of Award

2019

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

Research has indicated that teacher preparation programs and inservice professional development are important mechanisms for supplying future and current teachers with the necessary skills and confidence to implement culturally responsive practices (CRP; Cho & Decastro-Ambrosetti, 2006; Colombo, 2007; G. R. Howard, 2007). Unfortunately, there is a gap in the training of future teachers and continuing professional development to meet these needs (White-Clark, 2005). According to White-Clark (2005), of a national sample of teachers teaching English language learners and culturally diverse students, only 17% were reported to be totally prepared, 30% somewhat prepared, and 33% somewhat more than moderately prepared. Due to a continuous change in the demographic makeup of students, an increase of teacher efficacy and use of CRP is in order. Siwatu (2007) reported that it is not sufficient for teachers to be knowledgeable of CRP to predict future classroom behavior, but one must consider teachers culturally responsive self-efficacy beliefs. Further, a review of literature indicates consistent documentation of disciplinary disproportionality of Black students (Childrens Defense Fund, 2004; Losen & Skiba, 2010); however, there is a need for more consistent research in urban districts that are diverse in both ethnicity and economic status. In addition, there is limited information regarding inservice training centered on CRP. This study highlights the relationship between preparation and training on CRP, teacher self-efficacy, and classroom management practices. The importance of this study is to bring awareness to stakeholders of the gap in culturally responsive training, both during preservice preparation and continuing professional development.

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