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The Recognition of White Privilege and the use of Culturally Responsive Teaching Practices

Knapp, Jennifer McClelland
http://orcid.org/0000-0003-2202-1737
http://rave.ohiolink.edu/etdc/view?acc_num=miami1532339726045576

Abstract Details

2018, Doctor of Education, Miami University, Educational Leadership.
In many parts of a mid-western state, the student population appears to becoming more diverse, while the majority of the teaching population appears to continue to be White. There also appears to be discrepancies in many of the achievement results between Whites and African Americans. Other apparent discrepancies between those two groups are gifted identification, discipline, and special education identification. The objective of my research will be to describe how teachers learn about their own white privilege and how that recognition contributes to their use of culturally relevant pedagogy. The use of this framework may be one way in which to close these gaps. With an assumption that the majority of the teaching population is White, teachers’ recognition of their white privilege may be needed in order to employ these practices. Examining the use of culturally responsive pedagogy, and more specifically: how it has come to be used by White teachers, given the role white privilege might play, may be a way in which the gaps in achievement could be closed and equity in the classroom might be achieved. Teachers were identified as using those practices through a survey in which they agreed or disagreed with statements about students and the use of culturally responsive practices. Those identified were asked to be interviewed to explore, understand, and describe how they have recognized their white privilege and how that has influenced their pedagogy. This research may potentially help increase African American student motivation, interest, and achievement in that it would describe how teachers come to use these practices. It may also, potentially, offer guidance to White teachers on their journey to using these practices by learning about the various paths others have taken that enabled them to learn from others.
Thomas Poetter (Committee Chair)
86 p.
Education; Educational Leadership
white privilege; culturally responsive teaching; culturally relevant teaching; privilege; African American; achievement gap

Recommended Citations

Citations

  • Knapp, J. M. (2018). The Recognition of White Privilege and the use of Culturally Responsive Teaching Practices [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1532339726045576

    APA Style (7th edition)

  • Knapp, Jennifer. The Recognition of White Privilege and the use of Culturally Responsive Teaching Practices . 2018. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1532339726045576.

    MLA Style (8th edition)

  • Knapp, Jennifer. "The Recognition of White Privilege and the use of Culturally Responsive Teaching Practices ." Doctoral dissertation, Miami University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1532339726045576

    Chicago Manual of Style (17th edition)

miami1532339726045576
383
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This open access ETD is published by Miami University and OhioLINK.