Teachers' perceptions of their ability to teach culturally diverse students

Teachers' perceptions of their ability to teach culturally diverse students

Wilson, Lillie E.

Wilson, Lillie E.

There is a vast body of evidence that indicates many teachers at public schools in large urban districts in metropolitan areas of underserved and marginalized students are mostly White, female, middle-class, affluent teachers from the Midwest that have little or no training in how to teach culturally diverse, racial, ethnic, and linguistic (DREL) student populations. The purpose of this qualitative study is to answer the question of what teachers identify as factors that contribute to their ability to teach culturally diverse students. Teachers that are not trained to work with (DREL) student populations will have a difficult time reaching and teaching these students. This study lists several pedagogical methods that are available to these teachers that will assist in teaching (DREL) student populations more successfully. Some of these teaching methods are the use of culturally relevant pedagogy, culturally responsive pedagogy, culturally and linguistically responsive pedagogy, culturally responsive teaching and the brain, reality pedagogy, and culturally sustaining pedagogy. These pedagogical methods will aid the teacher in structuring their classes to meet the academic needs of all students; and lessens the chances for underserved and marginalized students to become a “pipeline to prison” statistic.

2023

Alverno College

112 pages

English

PDF

Text

Dissertation

Culturally relevant pedagogy

Urban schools

Underserved

Pedagogical methods

Culturally responsive pedagogy

Reality pedagogy

Culturally sustaining pedagogy

Culturally diverse, racial, ethnic, linguistic, (DREL)

White, female teachers

Pipeline to prison

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