Different Faces in Our Classrooms: Teachers' Cultural Perspectives of Heterogeneous School Environments

The foundation of the United States’ educational system is that all students will be educated equally by offering access to knowledge, opportunities, and services resulting in the creation of positive societal contributors. However, this task is complex and challenging. Heterogeneous student popul...

Full description

Bibliographic Details
Main Author: Hendricks, Paige
Format: Others
Language:English
Published: W&M ScholarWorks 2016
Subjects:
Online Access:https://scholarworks.wm.edu/etd/1463413088
https://scholarworks.wm.edu/cgi/viewcontent.cgi?article=1005&context=etd
id ndltd-wm.edu-oai-scholarworks.wm.edu-etd-1005
record_format oai_dc
spelling ndltd-wm.edu-oai-scholarworks.wm.edu-etd-10052021-09-18T05:28:57Z Different Faces in Our Classrooms: Teachers' Cultural Perspectives of Heterogeneous School Environments Hendricks, Paige The foundation of the United States’ educational system is that all students will be educated equally by offering access to knowledge, opportunities, and services resulting in the creation of positive societal contributors. However, this task is complex and challenging. Heterogeneous student populations due to increased culturally diversity, do not match the stable teacher population. Therefore, a disconnection occurs between student and teacher populations and corresponding cultural views. Adopting cultural theories from anthropology, business, and education, this quasi-ethnographic study, within one elementary school, examined the relationship between the created culture and understandings of various sociocultural student identities by three first grade teachers and how, if at all, their classroom practices afforded any student academic advantages or disadvantages. Presented are teachers’ personal interpretations about various cultures and how these constructs formed beliefs, attitudes, and values about student capital, teaching, educational practices, judgments, and accurate allocation of resources (entitlements) for their students. Study findings indicate an acute participant awareness of cultural differences between themselves and their students when allocating appropriate academic opportunities and services. A shift in the teaching profession from one that imparts knowledge toward a focus on meeting physical and emotional needs of students, aligned with Maslow’s Hierarchy of Needs theory. The emphasis on standardized assessments and their effect on classroom teaching methods and strategies, has created a cultural lag between classrooms and school district and state mandates. Addressing these challenges portends teachers become transformative learners and engage in culturally responsive teaching practices. 2016-04-01T07:00:00Z text application/pdf https://scholarworks.wm.edu/etd/1463413088 https://scholarworks.wm.edu/cgi/viewcontent.cgi?article=1005&context=etd © The Author http://creativecommons.org/licenses/by/4.0/ Dissertations, Theses, and Masters Projects English W&M ScholarWorks Education
collection NDLTD
language English
format Others
sources NDLTD
topic Education
spellingShingle Education
Hendricks, Paige
Different Faces in Our Classrooms: Teachers' Cultural Perspectives of Heterogeneous School Environments
description The foundation of the United States’ educational system is that all students will be educated equally by offering access to knowledge, opportunities, and services resulting in the creation of positive societal contributors. However, this task is complex and challenging. Heterogeneous student populations due to increased culturally diversity, do not match the stable teacher population. Therefore, a disconnection occurs between student and teacher populations and corresponding cultural views. Adopting cultural theories from anthropology, business, and education, this quasi-ethnographic study, within one elementary school, examined the relationship between the created culture and understandings of various sociocultural student identities by three first grade teachers and how, if at all, their classroom practices afforded any student academic advantages or disadvantages. Presented are teachers’ personal interpretations about various cultures and how these constructs formed beliefs, attitudes, and values about student capital, teaching, educational practices, judgments, and accurate allocation of resources (entitlements) for their students. Study findings indicate an acute participant awareness of cultural differences between themselves and their students when allocating appropriate academic opportunities and services. A shift in the teaching profession from one that imparts knowledge toward a focus on meeting physical and emotional needs of students, aligned with Maslow’s Hierarchy of Needs theory. The emphasis on standardized assessments and their effect on classroom teaching methods and strategies, has created a cultural lag between classrooms and school district and state mandates. Addressing these challenges portends teachers become transformative learners and engage in culturally responsive teaching practices.
author Hendricks, Paige
author_facet Hendricks, Paige
author_sort Hendricks, Paige
title Different Faces in Our Classrooms: Teachers' Cultural Perspectives of Heterogeneous School Environments
title_short Different Faces in Our Classrooms: Teachers' Cultural Perspectives of Heterogeneous School Environments
title_full Different Faces in Our Classrooms: Teachers' Cultural Perspectives of Heterogeneous School Environments
title_fullStr Different Faces in Our Classrooms: Teachers' Cultural Perspectives of Heterogeneous School Environments
title_full_unstemmed Different Faces in Our Classrooms: Teachers' Cultural Perspectives of Heterogeneous School Environments
title_sort different faces in our classrooms: teachers' cultural perspectives of heterogeneous school environments
publisher W&M ScholarWorks
publishDate 2016
url https://scholarworks.wm.edu/etd/1463413088
https://scholarworks.wm.edu/cgi/viewcontent.cgi?article=1005&context=etd
work_keys_str_mv AT hendrickspaige differentfacesinourclassroomsteachersculturalperspectivesofheterogeneousschoolenvironments
_version_ 1719481521207771136