Dissertation Defense Announcement Ed.D. Program: Dionne Phillips “Building Culturally Relevant Pedagogical Knowledge: Conversations with Teachers of Students of Color”

6:00 pm - 8:00 pm

Elementary teachers are the heart of education; their interactions with students are often the first (non-family members) to nurture meaningful connections, honor their students’ educational journeys, and celebrate their various backgrounds (Andres, 2020; Intrator, 2007; Kirylo, 2021). Interactions between teachers, especially white teachers, and Students of Color are greatly influenced by race (Sleeter 2008; Ramsay-Jordan, 2020; Redding, 2019). The dynamics of race are ingrained in our predominantly white public school systems (Howard, 2016, 2019; La Salle, 2020; Vaught & Castagno, 2020). Elementary educators should strive to understand and acknowledge their students’ racial, cultural, and linguistic backgrounds to strengthen their connections to learning and promote academic success.

This study examined a professional development initiative using a book club format to promote culturally relevant pedagogical practices for white elementary teachers. This qualitative action research study focuses on eight teachers with minimal exposure to culturally relevant pedagogy (CRP). They participated in a nine-week professional development initiative. Data collection methods included virtual session recordings, interviews, surveys, field notes, researchers’ observations and reflection journals, and teacher self-reflections.

The study’s findings are presented through the creation of portraits from composite case studies. Results from this study indicated that the professional development initiative had little to some impact on each teacher. Some teachers expressed a desire to learn more; however, others were resistant or avoided deeply engaging in the professional development content. Their beliefs, experiences, and biases influenced their perceptions and understanding of the information presented on identity and CRP. The findings indicate that teachers need more, long-term professional development and resources to better understand how to engage culturally relevant teaching strategies for diverse students. More research is needed to determine the impact of professional development on identity and CRP on teachers’ developing perceptions and practices.

To access the Zoom link required to attend, please contact academic.services@gse.rutgers.edu.