Date of Award
2019
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
U.S. schools have become more and more diverse, yet the demographics of teachers still remain the status quo—White, middle-class women. By the year 2042, the U.S. Census Bureau has predicted that the minority will become the majority. Cultural competence is a topic that looks intently at the social, emotional, and intellectual well-being of students. It sets the stage for principals to seek high expectations for all students with the belief that these expectations are attainable. This study focused on the research question, How does a teachers belief in his or her principals cultural competence influence the importance of his or her classroom instruction of non-White students?†The research question was addressed through the distribution of an online cultural competence survey. The respondents were selected based on their schools increased performance on the state assessment over a three-year period and their schools 75% or greater minority population. Responses to the survey indicated a belief system that cultural competence was important to them but that their schools capacity to get the job done in that area was not sufficient. Further research could be done to identify principals belief systems in this area and what methods are in place to support cultural competence among teachers
Recommended Citation
Terry, Carrie Larue, "Teachers Belief Systems In His Or Her Principals Cultural Competence And Its Influence On The Classroom Instruction Of Non-White Students: Does It Really Matter?" (2019). All-Inclusive List of Electronic Theses and Dissertations. 1732.
https://scholars.indianastate.edu/etds/1732