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The Role of Race and Culture in Teachers' Lives : An Investigation of Relationships Between Culturally Relevant Pedagogy, Color-Blindness, and Racial Identity
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Abstract:
This large-scale mixed methods study investigated the saliency of race and culture in classroom teachers. Research and hypothesis were guided by four questions: 1. What is the relationship between color-blindness and culturally relevant teaching competency of classroom teachers? 2. What is the relationship between racial identity and culturally relevant teaching competency of classroom teachers? 3. What is the relationship between color-blindness and racial identity of classroom teachers? 4. What do teachers believe is the impact of race, ethnicity, and culture on classroom teaching and learning? An online survey completed by 1095 Connecticut teachers included three scales: Spanierman et al. (2011) Multicultural Teaching Competency Scale (MTCS); the Neville et al. (2000) Color-blind Racial Attitudes Scale (CoBRAS); and the Plummer (2003) Racial Identity Status Self-Assessment (RISSA). The RISSA has not been used widely or validated formally. Thus, analyses were conducted to explore the instrument's reliability and validity. An inverse relationship between color-blindness (CoBRAS) and culturally relevant teaching (MTCS) was confirmed through significant correlation coefficients (except for the CoBRAS' Institutional Discrimination scale). Correlations between racial identity (RISSA) and culturally responsive teaching (MTCS) were all positive. Although inverse correlations were predicted between culturally responsive teaching and the lower statuses of racial identity, a positive relationship was found between MTCS and all four RISSA statuses. However, correlations to the MTCS were strongest at the most advanced racial identity level (Multicultural/Transcultural). Statistical checks for internal consistency resulted in concerns about the RISSA as a reliable measure of racial identity. In addition to quantitative findings, results from the single open-ended survey question provided insight into teachers' beliefs. Analysis of qualitative comments from 1025 teachers on the role of race in the classroom revealed six major themes: curriculum and instruction, classroom and environment, family and socio-economics, student characteristics, addressing race issues, and discounting race. Results highlight the different ways race impacts teachers' lives in three domains: self-identity, social attitudes, and classroom practices. Implications and recommendations for future research are discussed. ; "Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education."; Dissertation advisor: Penelope Lisi.; Ed.D.,Central Connecticut State University,,2016.; Includes bibliographical references (leaves 142-160).
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Keyword:
Culturally relevant pedagogy.; Post-racialism.; Teachers; Whites--Race identity.
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URL: http://content.library.ccsu.edu/cdm/ref/collection/ccsutheses/id/2405
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