A Case Study of Culturally Responsive Teaching at Community College of Baltimore County

Autor/in	Manning, Deborah E.
Titel	A Case Study of Culturally Responsive Teaching at Community College of Baltimore County
Quelle	(2019), (128 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, National American University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0857-9059-8
Schlagwörter	Hochschulschrift; Dissertation; Culturally Relevant Education; Teaching Methods; Community Colleges; Equal Education; Graduation Rate; African American Students; Enrollment Trends; Self Concept; Faculty Development; College Faculty; Academic Persistence; School Holding Power; Coping; Minority Group Students; Intervention; Teacher Attitudes; Administrator Attitudes; Learner Engagement; Socioeconomic Status; Student Diversity; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Community college; Community College; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Selbstkonzept; Fakultät; Bewältigung; Lehrerverhalten; Socio-economic status; Sozioökonomischer Status
Abstract	Data from the National Student Clearinghouse points to an inequity in persistence and completion rates of racially and ethnically diverse students, especially African-American students. To address issues of enrollment, retention, and completion among African-American students on college campuses, a number of researchers have long emphasized the need for culturally relevant supports and interventions, suggesting that culturally relevant supports to enhance positive identity development and coping skills among African-American students might improve student effort and academic- and college-completion outcomes. One such intervention is culturally responsive teaching (CRT). Much has been written about CRT's application in K-12 classroom environments, far outpacing CRT's applicability and relevance in higher education classrooms. The Maryland-based Community College of Baltimore County (CCBC) is one such institution that embraces CRT with a variety of professional development supports to aid faculty use of CRT practices in the classroom. For this qualitative, single case study, the researcher interviewed 11 CCBC faculty and administrators to learn the impact of classroom-based CRT practices, how and whether use of these practices are narrowing the persistence and completion rates of racially and ethnically diverse students, and the types of professional development CCBC uses to reinforce and sustain CRT practices campus wide. In addition, the researcher interviewed current and former CCBC leaders to learn how CRT pedagogy came to be adopted and the future of CRT methods on the CCBC campus. Finally, documents related to CRT-Learning, the department engaged in CCBC professional development, were reviewed for information on faculty, staff, and student participation and outcomes. Four themes about the impact of CRT emerged from the study -- that it promotes a shift to a learning environment, increases student engagement, requires consistent reinforcement, and that CRT promotes a shift in institutional culture. The study identifies the application of CRT pedagogy as a promising approach to assist racially and ethnically diverse students on college campuses in adjusting to an environment where they are vastly underrepresented in both their culture and socioeconomic status. The study concludes with implications for institutions and faculty, seeking to incorporate CRT methodologies and recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2024/1/01