Date of Award

2024

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Ceceilia Parnther

Second Advisor

Anthony J Annunziato

Third Advisor

Joan I Barringer-Haig

Abstract

The American education system has experienced a change in the racial and ethnic background of the student population nationally and in the Long Island, New York region. Yet, the teaching population remains mostly white and female. Teacher preparation programs train teachers in content, pedagogy, and adolescent development. During the training, teachers need to develop their ability to connect and understand their students' cultural and racial norms that may not exist in their program of study. This is no fault of the teacher or program but may be an inherent piece missing from the systems established to credential preservice educators. With the cultural landscape of America changing over the past 20-30 decades, i.e., ‘The Browning of America,” the cultural norms of the students and their families may not reflect the same ideals of the institution. This qualitative case study aims to explore the teacher preparation program at a university in Long Island, New York. It examines the program requirements and how it develops teachers during their preservice studies and early years as educators serving students of color. This study examines whether their experiences in the program impacted their ability to reach and teach students with different cultural backgrounds. Participants of this study consist of preservice teachers and teachers with less than five years of teaching experience. Three research questions are framed as the focus of this case study: How is cultural responsiveness addressed in the curriculum of university-based teacher preparation programs? What have preservice teachers learned about culturally relevant pedagogy, and how do they demonstrate that knowledge? How do preservice teacher preparation program’s students describe and express their knowledge of and efficacy in implementing culturally responsive practices in the classroom?

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