Abstract

Based on school-level data that included disparities in discipline rates, Title I status, teacher attrition, and teachers' statements, I designed a dissertation in practice to understand practicing teachers' personal and professional diversity beliefs regarding racially, culturally, ethnically, and linguistically diverse (RCELD) students in a Title I, secondary-school setting. Four hypotheses concerning type of secondary degree, years of experience, subjects taught, and racial or ethnic background were tested. Pohan and Aguilar's (2001a) Teachers' Belief Survey was administered to 59% of the GHS staff in order to measure the personal and professional beliefs of practicing teachers. I used descriptive and parametric tests to analyze the survey's data. Based on the parametric and non-parametric tests no statistically significant differences were found for the four hypotheses tested. Although no statistically significant differences were noted in the data, this dissertation in practice starts a conversation about diversity issues at GHS. The initial school-level data were indicative of a problem of practice at GHS, and practicing teachers did self-report high levels of diversity beliefs. I recommend that further research build upon this study and include a qualitative component. I conclude that further research is necessary in order to investigate why practicing teachers' self-report diversity beliefs were high, yet school-level data indicated discriminatory practices.

Notes

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Graduation Date

2016

Semester

Spring

Advisor

Gill, Michele

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Teaching, Learning, and Leadership

Degree Program

Education

Format

application/pdf

Identifier

CFE0006174

URL

http://purl.fcla.edu/fcla/etd/CFE0006174

Language

English

Release Date

5-15-2017

Length of Campus-only Access

1 year

Access Status

Doctoral Dissertation (Open Access)

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