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Culturally Collaborative Teaching: A Path Toward Black Student Learning

Benton, J. Love
http://orcid.org/0000-0002-4499-5770
http://rave.ohiolink.edu/etdc/view?acc_num=antioch1605910704330758

Abstract Details

2020, Ph.D., Antioch University, Leadership and Change.
Inservice teachers’ influence and power are vital components for academic success among Black children. Previous research has shown that when teacher/student interactions are culturally responsive, engaging, and equitable, student learning is positively impacted (Banks, 2001; Gay, 2010; Ladson-Billings, 2011; Sleeter, 2000; Warren, 2018). However, equity gaps between Black and White k-12 students continue to exist within classroom settings (Grant & Sleeter, 2012; Ladson-Billings, 2018). Using a mixed-method approach that includes Repertory Grid Technique underpinned by Personal Construct theory to identify the teaching perceptions of inservice teachers, I gathered data that indicate how k-12 teachers understand what enables Black students to learn. The findings reveal that respondents shared five key constructs as being important to Black students’ learning: “professional and skills development,” “impacts of administrative responsiveness and supports,” “caring,” “trust,” and “inclusion of lived experiences.” However, what is important to note is that my study indicates that neither Black nor White teachers held the entire picture of what enables Black students to learn. By integrating the results of both Black and White teachers’ responses, I theorize a framework which represents a path for Black student learning. I call this framework Culturally Collaborative Teaching, which takes into account both Black and White teachers’ understandings of what the critical factors are when educating Black students. Culturally Collaborative teaching is a framework in which teachers, regardless of their race and cultural background, can integrate and develop a shared set of skills and values. The inclusion of administrator support and understanding of cultural practices, serves as the foundation for positively impacting academic learning for Black students. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/
Donna Ladkin, PhD (Committee Chair)
Lize Booysen, DBL (Committee Member)
Elmar Kutsch, PhD (Committee Member)
201 p.
African Americans; Curriculum Development; Education; Educational Leadership; Educational Theory; Elementary Education; Middle School Education; Multicultural Education; Pedagogy; Secondary Education; Teacher Education; Teaching
Black students; Culturally Collaborative Teaching; culturally relevant pedagogy; equitable education; inservice teacher beliefs; k-12 public education; leadership; personal construct theory; professional development; repertory grid technique

Recommended Citations

Citations

  • Benton, J. L. (2020). Culturally Collaborative Teaching: A Path Toward Black Student Learning [Doctoral dissertation, Antioch University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1605910704330758

    APA Style (7th edition)

  • Benton, J.. Culturally Collaborative Teaching: A Path Toward Black Student Learning. 2020. Antioch University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=antioch1605910704330758.

    MLA Style (8th edition)

  • Benton, J.. "Culturally Collaborative Teaching: A Path Toward Black Student Learning." Doctoral dissertation, Antioch University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1605910704330758

    Chicago Manual of Style (17th edition)

antioch1605910704330758
274
© 2020, all rights reserved.
This open access ETD is published by Antioch University and OhioLINK.