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THE FORGOTTEN “URBAN” SCHOOL DISTRICTS AND CULTURAL DIVERSITY
Barmore, Monet Ayanna
Barmore, Monet Ayanna
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Thesis/Dissertation
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2024-05
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Educational Leadership
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http://dx.doi.org/10.34944/dspace/10179
Abstract
This research aims to examine teacher’s perceptions of cultural diversity training in a suburban school district. While there is an impressive amount of research on how large urban school districts deal with culture and equity in their schools, there is room for more research on how the smaller suburban school districts handle it. This study will add to the research on how these smaller suburban school districts, many of which share characteristics with large urban school districts, handle diverse student populations in terms of training their staff. The purpose of this study was to determine the factors that teachers attributed to the success of diverse student learners. The analysis of the teacher responses, and the reaction of the principals provided a definition for success for diverse learners as well as uncovered factors that positively influenced their achievement through professional development. The recurring themes that were uncovered serve to inform educators and organizations that support diverse learners.
This study found that teachers seemed to feel that the internal factors with the greatest impact on their ability to teach diverse students are the inclination of a teacher, and the upbringing of that teacher. The external factors that teachers felt had the greatest impact seemed to be school leadership, the quality of the professional development offered, and the climate of the school.
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