Title:
Beliefs and behaviors of culturally responsive teaching and learning program faculty at a community college: a mixed methods study
Author:
Maura O'Hare Hill
Thesis Advisor:
Stephanie Savick
Committee Member:
Rachel E. Durham
Committee Member:
Dallas Dolan
Degree Granting Institution:
Notre Dame of Maryland University--School of Education
Place:
Baltimore (Md.)
Publisher:
Notre Dame of Maryland University
Date Created:
2024
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
born digital
Abstract:
The purpose of this mixed-methods study was to explore the relationship between the beliefs about diversity and the teaching behaviors of community college faculty who have participated in the Culturally Responsive Teaching and Learning Seminar (CRTLS). The study sought to answer the following questions: (1) How often do CRTLS faculty implement teaching practices associated with culturally responsive teaching?; (2) What are CRTLS faculty’s attitudes and beliefs about diversity?; (3) How do their teaching practices align with their beliefs?; and (4) In what ways did the CRTLS impact their teaching practice? Fifty-two CRTLS faculty completed a survey measuring their teaching practices and their attitudes and beliefs about diversity. Fifteen faculty then volunteered to be interviewed to discuss the ways in which the CRTLS impacted their teaching practice. The results showed that, overall, CRTLS faculty beliefs about diversity were aligned to teaching behaviors. CRTLS faculty engaged in critical self-reflection to clarify their own beliefs and to implement CRTL practices that built their own and their students’ cultural competence and academic success. While faculty did not always directly address racism, discrimination, or other equity issues in class, they expressed their own socio-political consciousness through teaching practices that reflected students’ experiences and supported academic success for students from diverse backgrounds. Information from this study can help inform faculty on how to transform their teaching to reflect best practices in implementing culturally responsive pedagogy. A better understanding of how faculty participants in the CRTLS program changed their teaching practices after participating in formal professional learning experiences will allow the program to then study the impact those practices had on student success. The results of this study may also help other community colleges or 4-year institutions by providing a model of effective professional learning.
Subject:
Academic theses
Subject:
Electronic dissertations
Subject:
Thèses et écrits académiques
Subject:
Thèses électroniques
Subject:
dissertations
Degree:
Doctor of Philosophy
Level:
Doctoral
Discipline:
Higher Education Leadership for Changing Populations
Restrictions on Access:
Author has given permission to make this work available online.
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Identifier:
HillMO-24
