The Continuum of the Lens Through Which Teachers View Cultural Differences: How Perceptions Impact Pedagogy

• In Event: 49.068 - Multicultural Multiethnic Education: Preparing Preservice Teachers

Abstract

The purpose of this study was to understand how teachers’ instructional practices change to meet the needs of diverse student populations in a school district that has experienced a demographic shift. This study sought to determine teachers’ perceptions and practices in meeting the growing needs of a diverse population of students at a middle school of a large metropolitan city in Southwest Texas. Culturally Relevant Pedagogy forms the theoretical framework for this study (Ladson-Billings, 1995, 1995b; Parhar & Sensoy, 2011). A qualitative research design, specifically Life History (Manfra, 2009) with a Critical Inquiry frame (Atchinson, 1998; Lassonde 2009), was utilized to explore the perceptions, beliefs, ideologies, experiences, and teaching practices of teachers regarding their abilities to educate diverse student populations.

Authors

• Constance Harris-Russell, Lone Star College - CyFair

• Denise M. McDonald, University of Houston - Clear Lake