An Examination of Rural Teachers' Cultural Identity through Critical Reflection

Autor/in	Stephenson, Lauren M.
Titel	An Examination of Rural Teachers' Cultural Identity through Critical Reflection
Quelle	(2023), (253 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of West Georgia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-6241-0
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Rural Schools; Culturally Relevant Education; Teaching Methods; Academic Achievement; Student Diversity; Teacher Characteristics; Cultural Awareness; Family School Relationship; Educational Philosophy; Educational Change; Teacher Student Relationship; Cultural Differences; Student Needs; Equal Education; Reflection; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Cultural identity; Kulturelle Identität; Bildungsphilosophie; Erziehungsphilosophie; Bildungsreform; Teacher student relationships; Lehrer-Schüler-Beziehung; Kultureller Unterschied
Abstract	Rural student diversity in North Georgia is increasing, while the cultural identity of rural teachers remains stagnant (Showalter et al., 2019; US Census Bureau, 2022). Teachers can become culturally responsive by building cultural awareness, creating learning partnerships, affirming and valuing cultural identity, and strengthening the home-school connection (Hammond, 2015; Ladson-Billings, 2014). Critical reflection on cultural identity is the first step toward creating culturally responsive classrooms that improve student achievement (Acquah & Commins, 2015; Bloom et al., 2015; Dolzhenko & Young, 2020). This study asked 15 rural teachers to critically reflect on their cultural identity and its impact on their teaching philosophy and practices. The researcher constructed five themes from the data: "The Varied Cultural Identities of Rural Teachers," "Identity Influence on Teaching Philosophy and Practice," "The Importance of Cultural Awareness and Being Open-Minded," "Rural Teachers Are Already Using Culturally Responsive Teaching," "But They Don't Realize It," and "Rural Teacher Readiness for Change." The study found that rural teachers defined their identities in concrete and abstract ways but did not consider themselves diverse. While teachers made connections between their identity and teaching philosophy, practices, and interactions, rural teachers did acknowledge how their cultural identity created bias. Rural teachers viewed cultural awareness and being open-minded as essential traits. Most rural teachers already use CRT practices but need guidance and support to implement CRT fully. While some teachers are not ready, most rural teachers in this study were ready and willing to adapt to changing student needs. District-level personnel must start the conversation to define and apply CRT within rural schools. School administrators need to guide and support teachers in its implementation to ensure equitable education for all students. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01