Browsing by Subject "Culturally relevant pedagogy"
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Item Culture Matters! African American Students: White Community College Teachers: A Case Study Of Cultural Differences And Their Consequences(2017) Erskine Meusa, Denise; Welsh, Benjamin H.; Community College Leadership Program; Doctor of EducationThe purpose of this qualitative study was to examine African American student pedagogical experiences in classrooms with White teachers at a community college in the Mid-Atlantic region of the United States. The intent of the study was two-fold: (a) to search for evidence of how culture shapes African American students' view of themselves, and (b) to explore how African American student pedagogical experiences with White teachers shape their attitude about school. This study focused on the experiences of six community college African American students' classroom experiences with White teachers. Erskine-Meusa's (2016) Continuum of Pedagogical Experiences and Cross' Negriscence Identity Model (1991) served as the conceptual framework for conducting this investigation. The researcher was the main research instrument for this narrative case study. The results of this study revealed that many of the White teachers experienced by the research participants demonstrated some aspect of colorblindness in their pedagogical practices. The results also found that the African American community college students in this study valued the use of culturally responsive pedagogy in the classroom. The practice of using culture and being a caring teacher enhanced the learning experiences of the African American students in this study. Finally, the study revealed that the African American students who were at the internalization stage of the CNIM tended to be more vulnerable to school wounds.Item The Student Scale Of Culturally Responsive Teaching: A Development And Validation Study Using The Rasch Rating Scale Model(2016) Payton, Tameka Leshina; Haines, R. Trent; Psychology; Doctor of PhilosophyThis study details the use of the Rasch Rating Scale Model (RRSM) to develop and validate a scale designed to measure students' perspectives of the importance of culturally responsive teaching practices. During the scale development and construct validation process, students' perspectives were capture through a series of focus groups. Students reviewed, created, and revised the 55-Likert-like items on the Student Scale of the Importance of Culturally Responsive Teaching Practice. In the operational administration, 222 middle and high school students from a Mid-Atlantic urban school district, a Midwestern suburban school district, and a Southeastern urban school district completed the scale. An analysis of the Rasch-Andrich Thresholds indicated that the rating scale categories are functioning, to some extent, properly. Acceptable fit statistics suggested that the data fit the RSM, and has met the model's specifications. Therefore, the Student Scale of the Importance of Culturally Responsive Teaching Practice is a quality measure that represents invariant measurement.