Teacher Cultural Competence

THE LIVED EXPERIENCE OF TEACHER CULTURAL COMPETENCE
Dissertation in Practice
Submitted to
The School of Education and Health Sciences of the
UNIVERSITY OF DAYTON
In Partial Fulfillment of the Requirements for
The Degree of
Doctor of Education
By
Jason Wesley Scott
UNIVERSITY OF DAYTON
Dayton, Ohio
August 2022
0
Name: Scott, Jason
APPROVED BY:
Matthew A Witenstein, Ph.D.

Committee Chair
Full-Time Faculty, Educational Administration
School of Education and Health Sciences, University of Dayton
Novea McIntosh, Ed.D

Committee Member
Full-Time Faculty
School of Education and Health Sciences, University of Dayton
Rachel E. Sullivan, PhD

Committee Member
Full-Time Faculty, Sociology
Education and Social Sciences Department, Montgomery College
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EXECUTIVE SUMMARY
Name: Scott, Jason Wesley

University of Dayton
Advisor: Dr. Matthew A. Witenstein
The lived experiences of both students and teachers impact the classroom environment
and there is undoubtedly a cultural influence on these experiences. As role models and
leaders of the classroom, teachers have a duty to increase awareness of their own cultures
as well as the cultures of their students. This study focuses on teacher perceptions of
cultural competence and the impact on student relationships, classroom practices, and the
school environment. Focus groups and a phenomenological approach were utilized to
gather qualitative data from educators across the United States. A desire to develop
cultural competency, a want for curricular integration of such, and a need for enhanced
training through system wide initiatives to promote development of cultural competence
emerged as themes.
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DEDICATION
Dedicated to my parents Edna Mae Copeland and Wesley Winfield Scott. There
are no words that can express the magnitude of your teaching and modeling. My
mother's selfless ways and my father's example of hard work have culminated in this
seminal achievement. I can only hope that I can instill in my children the same qualities
and characteristics that you have instilled in me. You created a dreamer in me, and you
provided the tools necessary to pursue those dreams. Thank you.
A major thank you must also be extended to the members and community of
Emory Grove United Methodist Church. This church family was a major part of my
upbringing. People often say that it takes a village and I feel fortunate that this particular
village was supportive of me and backed by the word of God. Thank you, church family,
because without you, I would not be where I am today.
I would additionally like to thank a special friend. You believed in me when I
was down and out and wanted to give up on myself. Your continued support, positive
thoughts, and encouragement couldn’t have come at a better time. I can only hope to
repay you with the same support as you begin your own academic journey.
Lastly, I would like to thank the current and former members of the Montgomery
County Public School System. As a graduate of this school system, there is no greater
joy than to return as teacher, administrator, and now scholarly writer. I am fortunate to
be able to share my career experiences and now my expertise with this school system in
order to promote the best in others.
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ACKNOWLEDGMENTS
I am incredibly grateful to my advisor Dr. Matthew Witenstein for providing his
time, energy, and commitment to support the completion of this dissertation in practice.
Without his expertise and guidance this project would not have been possible.
A major thanks to Dr. Novea McIntosh for her helpful feedback, suggestions, and
expertise which helped me to refine this dissertation and enhance the overall quality of
this study.
I would also like to express my heartfelt thanks and appreciation to Dr. Rachel
Sullivan who served as part of my team of advisors in this project. I am forever in debt
of your willingness to support me on the amazing journey.
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TABLE OF CONTENTS
EXECUTIVE SUMMARY ................................................................................................ 2

DEDICATION .................................................................................................................... 3
ACKNOWLEDGMENTS .................................................................................................. 4
CHAPTER 1: PROBLEM OF PRACTICE ...................................................................... 10
Statement of the Problem .................................................................................................. 10
Topic.............................................................................................................................. 10
Problem of Practice/Justification of the Problem .......................................................... 10
Audience........................................................................................................................ 14
Deficiencies in the Organizational Knowledge Record .................................................... 15
Overview and Context of the Organization ...................................................................... 15
Mission and Goals ......................................................................................................... 18
Current Issues ................................................................................................................ 19
Related Research on Teachers and Opportunity Gap Reduction ...................................... 21
Cultural Competence ..................................................................................................... 21
Critical Lens .................................................................................................................. 23
Respecting Student’s Culture ........................................................................................ 26
Family Involvement and Environments ........................................................................ 28
Social Interactions, Behavior, and Motivation .............................................................. 29
Pre-K and Head Start..................................................................................................... 31
Unequal Start ................................................................................................................. 32
Role of Poverty.............................................................................................................. 32
Overview of Theoretical Framework/Methods/Research Question(s) ............................. 33
Overview of Theoretical Framework ............................................................................ 33
Funds of Knowledge ..................................................................................................... 35
Funds of Knowledge Exchange ................................................................................. 35
Lived Experiences ..................................................................................................... 36
Teacher Privilege ....................................................................................................... 36
Participatory Action Research ....................................................................................... 37
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Summary ........................................................................................................................... 38
Participatory Action Research and Funds of Knowledge ............................................. 39
Limitations .................................................................................................................... 40
Participatory Action Research Design and Methods ........................................................ 41
Study Positioning .......................................................................................................... 41
Site or Population Selection .......................................................................................... 42
Researcher Role and Positionality................................................................................. 45
Ethical and Political Considerations ............................................................................. 48
Data Collection Methods ............................................................................................... 48
Data Analysis Procedures.............................................................................................. 50
Trustworthiness/Validity/Credibility/Transferability.................................................... 51
Trustworthiness ......................................................................................................... 51
Validity/Credibility.................................................................................................... 52
Transferability ........................................................................................................... 52
CHAPTER 2: RESULTS OF RESEARCH ..................................................................... 54
Results of Research ........................................................................................................... 54
Research Question #1 Results........................................................................................... 54
Research Question #2a Results ......................................................................................... 60
Research Question #4 and #8 Results ............................................................................... 64
Research Question #10 Results ......................................................................................... 71
Discussion and Conclusions ............................................................................................. 85
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CHAPTER 3: DESCRIPTION OF ACTION PLAN AND CHANGE PROCESS ......... 90
Action Plan........................................................................................................................ 90
Inputs ............................................................................................................................. 92
Outputs – Activities....................................................................................................... 92
Outputs – Participation .................................................................................................. 93
Outcomes - Short Term ................................................................................................. 93
Outcomes - Medium Term ............................................................................................ 94
Outcomes - Long Term ................................................................................................. 95
Summary ....................................................................................................................... 95
Analysis of Implementation/Organizational Change Process........................................... 95
Implications for Practice and Future Research ............................................................... 101
Organizational Connections ........................................................................................ 104
Organizational Approaches/Theories .......................................................................... 106
Implications and Related Research ............................................................................. 107
Conclusion ...................................................................................................................... 109
REFERENCES ............................................................................................................... 111
APPENDIX A: Study Participant Consent Forms .......................................................... 129
APPENDIX B: Focus Group Protocol ........................................................................... 132
APPENDIX C: Focus Group Interview Questions ........................................................ 134
APPENDIX D: Cultural Competence Checklist............................................................ 135
APPENDIX E: Funds of Knowledge Handout .............................................................. 139
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LIST OF TABLES
Table 1: Number of public-school students enrolled in gifted and talented program by
sex, race/ethnicity, and state ............................................................................................. 12
Table 2: Luxmanor Elementary School Characteristics 1 ................................................ 43
Table 3: Luxmanor Elementary School Characteristics 2 ................................................ 44
Table 4: Results on Meaning ............................................................................................ 56
Table 5: Results on Responsibility ................................................................................... 60
Table 6: Results on Response to Mandate ........................................................................ 61
Table 7: Results Related to Impact ................................................................................... 64
Table 8: Results Related to Key Qualities ........................................................................ 67
Table 9: Results Related to Impact in Relationships and Behavior Modification ............ 69
Table 10: Results Related to Role Enhancement .............................................................. 70
Table 11: Results Related to Teaching Journey ................................................................ 73
Table 12: Results Related to Student Competency ........................................................... 76
Table 13: Results Related to Barriers and Opportunities.................................................. 79
Table 14: Results Related to Motivation .......................................................................... 81
Table 15: Results Related to Professional Development .................................................. 83
Table 16: Action Plan Visualization ................................................................................ 91
Table 17: Stakeholder Matrix ........................................................................................ 103
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LIST OF ABBREVIATIONS
AERA American Educational Research Association
AS Asian
BL African American
ESOL English to Speakers of Other Languages
FARMS Free and Reduced Meals
FoK Funds of Knowledge
HI Hispanic/Latino
IEP Individualized Educational Plan
MCPS Montgomery County Public Schools
MSDE Maryland State Department of Education
NEA National Education Association
SPED Special Education
WH White
DOE US Department of Education
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CHAPTER 1: PROBLEM OF PRACTICE
Statement of the Problem
Topic
In the field of education, it is difficult to have a conversation without having to
reference the disproportionate outcomes of African American and Hispanic students
(Lee, 2002). Johnson et al (2021) found that teachers understood the importance of
teaching with diversity in mind whilst also acknowledging that they lacked the skillset to
adequately meet student diversity needs. The purpose of this phenomenological study is
to explore teacher cultural competence in order to reduce the disparate outcomes between
African American (BL) and Hispanic/Latino (HI) students when compared to their Asian
(AS) and White (WH) peers. One of the specific outcomes of this exploration is the
collaborative creation of a cultural competency professional development plan. Teachers
stand to be one of the greatest assets in achieving more equitable outcomes for students.
This potential creates the need to better understand the intersection of teacher lived
experience and cultural competence.
Problem of Practice/Justification of the Problem
Teachers represent the wielders of classroom power and the influencers when it
comes to managing and instructing students. Goplan (2019) found a statistically
significant positive association between achievement gaps and discipline gaps. Minority
students are disproportionately marginalized and lack integration and acceptance into
accelerated learning opportunities and programs (Maker, 1996). Educators and
leadership in the school system have often wondered what the conditions are that can lead
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to more equitable access to accelerated learning with improved outcomes for historically
underserved students. The lack of cultural competency among a large contingent of
teachers in K-12 contexts negatively impacts student performance outcomes which has
detrimental effects on achieving the necessary threshold for students to be considered and
accepted into accelerated and advanced learning environments (Coggins, 2008).
Crawford, Snyder, and Adelson (2020) examined the interaction of the educational
ecosystem and one of the key influences in gifted identification is teacher perception and
awareness. The perceptions of teachers can vary based on their own personal exposure to
different cultures both in childhood and adulthood. Year after year, White students enter
advanced programs and have access to accelerated learning opportunities at a rate far
greater than their black and brown peers (Howard, 2018). In a study of an elementary
school’s gifted identification, Howard (2018) found that in a school that has a 75%
Caucasian (White) student population, 92% of the students in the gifted program were
Caucasian. In this same study, Howard (2018) found that African American students
made up 14% of the student population but only 3% of the gifted and talented program.
The basis for this privilege can be aligned to the racial socialization of White student
giftedness in schools (Howard, 2008). Ford (1998) found that the overall quality of
students’ education was a contributing factor in the level of underrepresentation of
minority students in gifted education programs. This data illuminates the disparity, but
the exact causation to the disparity is elusive. While attempts have been made to make
access more equitable, a gap still exists (Atlay et al., 2019). Table 1 is reflective of the
disparity that exists in the state of Maryland when it comes to race.
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Table 1: Number of public-school students enrolled in gifted and talented program
by sex, race/ethnicity, and state
While teacher cultural competency is often a topic of conversations in the field of
education, the approach that is the basis of this action research has not been applied at
scale. The elevation and exploration of teacher voice through participatory action
research can bridge the gap between directed professional development and a teacher-
invested actionable practice. A direct outcome of this study is a greater understanding of
teacher cultural competency and its impact on the educational environment. The analysis
and application of the study findings can lead to the development of a professional
development plan to enhance teacher cultural competency. In its mission, Montgomery
County Public Schools seeks to ensure that all students are prepared to be successful in
college and career, and the disparate outcomes are hindering the “all” part of the
framework (Montgomery County Public Schools, 1995). By focusing on the teacher as
the tool and vehicle to change and by employing a Funds of Knowledge (FoK) approach,
this program offers opportunities to increase black and brown student outcomes and
further strengthen the principle of readiness for “all” students. Improving teacher cultural
competency will be the goal with the elevation of teacher voice and input into the
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creation of the program as the vehicle used to achieve the goal. The improvement of
cultural competency is designated as the proposed catalyst for more equitable outcomes
between African American and Hispanic students when compared to outcomes of their
Asian/Caucasian peers. Orrock and Clark (2018) found that minority students
demonstrated positive academic outcomes when they were in educational environments
focused on support, encouragement, and rapport with the teacher. Teacher rapport and
the ability to build a positive relationship with students through the increase of self-
belonging will lead to positive academic outcomes for students (Uwah et al., 2008).
Decker, Dona, and Christenson (2007) furthermore found that positive student-to-teacher
relationships that are improved by teacher cultural competence are positively associated
with favorable academic, social, and behavior outcomes for African American (BL)
students. This is because the school and individual classrooms are part of a larger
interaction of systems that have macro-, meso-, and microsystems that all add up and
contribute to a student’s existence and identity (Pierson, Boydell, Ferguson, & Ferris,
2011). The most impacted students can enhance their outcomes and performance by
increased adult attention to the components and interaction of the parts of the system
(Leonard, 2011). Teacher cultural competence is a part of the larger school ecosystem,
and this study seeks to assess and better understand how cultural competency can be
developed.
This participatory action research study seeks to empower teachers using a Funds
of Knowledge (FoK) approach in order to increase teacher cultural competence to
improve outcomes for African American and Hispanic students. This study contributes
to the body of knowledge regarding the lived experience of teachers and the intersection
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they have with cultural competence. Through a phenomenological study, this research
aims to explore teacher cultural competence through personal experiences to increase
understanding in order to support the creation of a professional development framework.
Audience
The targeted audience for this participatory action research study are teachers in
all settings. The resulting information from this study can be applied to teachers in
varying contexts to improve their cultural competence. Building leaders as well as
system leaders can use this resulting research to empower their local stakeholders in
increasing cultural competence and improving disparate outcomes. This study will fill a
void in the research and profession with regards to teacher cultural competence
professional development. Positive student outcomes are the centerpiece of this
participatory action research but the key actors and most influential tools on those
outcomes are the teachers. The integration of teacher voice, knowledge, and input will
look to create a process of action that can serve as an exemplar of effective professional
development. Each school district has unique challenges that they face, so the research
conducted and the application of strategies may need to be reflective of the individual
identity of each district where applied. The interpretation of the results will help to
bridge the gap between student outcomes and access and teacher awareness and
acknowledgement of the importance of cultural competence.
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Deficiencies in the Organizational Knowledge Record
Overview and Context of the Organization
The Montgomery County Public School System is a large public-school system
that is located north of Washington, D.C. In fact, it constitutes the largest school district
in the state of Maryland. The school system serves over 165,000 students and has over
200 schools. The graduation rate for the school system is 88.4%. The demographic
breakdown of the student population in the system is 32.4% Hispanic, 26.95 White,
21.4% Black, 14.1% Asian, 4.9% Two or More Races, and less than 1% other Races.
13.3% of the students in the school system took part in the English for Speakers of Other
Languages (ESOL) program (Montgomery County Public Schools, 2020). 11.8% of the
students receive special education services. 34.8% of the students participate in the Free
and Reduced-Price Meals (FARMS) program (Montgomery County Public Schools,
2020). The school system services students from 157 different countries who speak 150
languages. The system has 28 schools that have Career Readiness Programs, and within
those programs are 34 Career Readiness Programs of study (Montgomery County Public
Schools, 2020).
A focal point of program implementation of the school system are the six
essentials for well-being: Character Education and Empathy, Mental and Emotional
Health, Trauma-Informed Practices, Restorative Justice, and Restorative Practices,
Culturally Responsive Relationship Building, and Physical Health and Wellness
(Montgomery County Public Schools, 2020). This focus on overall well-being is a focal
point to support the success of all students and also to ensure a healthy mind, body, and
spirit (Montgomery County Public Schools, 2020).
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Data leads the way in the school system, but it is employed by local school
leadership as a flashlight to illuminate and not necessarily as a hammer to make
significant changes. The website delineates the ways in which data is used; but the focal
point of the system is that data doesn’t tell the entire story of the student and should be
used to inform instruction. The school system is bound to the state standardized testing
program, which is used to assess student progress in math and reading during the spring
of each school year. Principal evaluations and performance indicators rely heavily on the
progress, or lack thereof, that students make on these indicators. A look at the graduation
rates for the subgroups served by the system reveals a disparity between African
American and Hispanic students when compared to their Caucasian and Asian peers. The
breakdown of the graduation rates per subgroup is 96.6% Asian, 94.9% White, 89.6%
Black, 75.9% Hispanic, and 94.1% Multiple Races. For students who receive additional
services, a graduation rate disparity also exists; the rates for these students are 68.8%
Special Education, 46.6% Limited English Proficient, and 83.1% Free and Reduced
Meals Program (Montgomery County Public Schools, 2020).
Access for all students to rigorous content and classes has been a recent focus of
reform for the school system (Montgomery County Public Schools, 2020). However,
historically, White students are overrepresented in Advanced Placement courses. The
demographics breakdown of Advanced Placement enrollment is 74.4% Asian, 67.1%
White, 43.4% Black, 36.2% Hispanic, and 63.4% Multiple Races. The Advanced
Placement enrollment rates for the additional subgroups are 34.1% Free and Reduced
Meals, 14% Special Education, and 18.5% Limited English Proficiency (Montgomery
County Public Schools, 2020).
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Culturally relevant instruction and competency are a focal point for the school
district. Montgomery County Public School’s (2020) Board of Education Policy states its
desire “To affirm the Board’s unwavering commitment that all staff will be culturally
proficient and demonstrate mutual respect without regard to any individual’s actual or
perceived personal characteristics.” Montgomery County Public School’s (2020) Board
of Education Policy goes on to further to define cultural proficiency by stating, “Cultural
proficiency is the ongoing process of becoming knowledgeable of one’s own culture, as
well as the cultures of others in order to foster an appreciation, understanding, and respect
for varying cultural expressions that exist in the actions and interactions of an
organization; and, to strengthen and enrich the organization and the community at large
with the presence and contributions of many cultures.”
All staff in the system are required to complete a cultural competency training
which is part of the yearly start-up programming system wide. Individual schools and
leadership teams go further into the ideology of culture and potential biases through book
studies and other networking and learning opportunities, but these experiences vary from
school to school. The school system is currently undergoing an antiracist audit because
of the racial disparities that permeate the system in the following areas discipline,
graduation, access to higher level courses, and reading levels (Montgomery County
Public Schools, 2020). The antiracist audit is being conducted by Mid-Atlantic Equity
Consortium, Inc (MEAC) and was expected to be complete by May 2022 with results to
follow. There are six focus areas of the Equity Audit and the one that aligns mostly with
this study falls under the assessment of the Equity Achievement Framework
(Montgomery County Public Schools, 2020). This component of the audit specifically
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focuses in on the performance of African American (BL) and Hispanic/Latino (HI)
students in order to determine if and how progress has been made to reduce existing gaps.
Hiring a more diverse workforce that is reflective of the study body is a focal point. The
ethnic diversity of the current student population is not reflected in the current teacher
workforce and there is an ongoing effort to recruit and encourage more diverse applicants
to apply to the school system. The emphasis for areas of improvement in Montgomery
County Public Schools are connected to the mission, vision, and values of the school
district.
Mission and Goals
The mission of Montgomery County Public Schools (2020) is, “Every student will
have the academic, creative problem solving, and social-emotional skills to be successful
in college and career.” The vision is, “We inspire learning by providing the greatest
public education to each and every student” (MCPS, 2020). Based on the data previously
presented, there is room for improvement with regards to student achievement for
minority students and teacher cultural proficiency. Two goals have been created and will
be sought through this exploratory study plan. The ultimate goal is to improve the level
of cultural proficiency for teachers and to use assessment to measure the progress over
time. The second goal is to improve the math and reading performance outcomes for
minority students while also measuring the impact of improved cultural competence over
time. The mission of the school system starts with the words “every student” and these
goals directly align with the need to support and meet the needs of every individual
student. Through improved math and reading performance and through better cultural
awareness and proficiency of the teachers, outcomes at the system level can greatly
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improve and become more equitable. Teachers at the school level complete satisfaction
surveys each year and new interpretive cultural data will be emerging as part of the
equity audit that is being conducted across the entire school system.
Current Issues
Attention to disproportionate outcomes is needed not only to satisfy equitable
outcomes for the school system but to also have a greater profound impact on society
(Peterson et al., 2016). The gateway to achieving higher student achievement outcomes
can be realized through the cultural competency development of teachers (Ye He &
Cooper, 2009). The positioning and goals of this study directly align to the importance of
prioritizing teacher cultural competency through empowering teachers to support the
creation of the program. This focal point and results of this study are impactful because
of the change in demographics in Montgomery County which has gone from 67.3%
White in 2000 to 42.9% White in 2019 (U.S. Census Bureau, 2019). The diversity in the
area continues to outpace the diversity in the workforce, so a high level of awareness and
attention to teacher cultural competency stands to support more equitable outcomes for
students.
Currently, the school system has an equity initiatives unit that serves to combat
performance predictability according to a student’s race. The staff at this unit within the
system are assigned to the leadership teams within the school and implement focused
professional training through a mostly invitation-based collaborative effort. The
challenge with using an invitation-based model is that it does not make the system
accountable holistically for the cultural competence work that needs to be done to
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improve student achievement data for the most underserved black and brown students.
Since reducing and eliminating the disparities in the achievement data is a system
priority, a strategic focus on the cultural competency of teachers will help to satisfy the
goal for equity and excellence through knowledge and achievement.
Equity and excellence have always been part of the focus on the strategic
framework of the school system (Montgomery County Public Schools, 2020). Some of
the historical foci have been on culturally responsive learning environments, anti-
bullying initiatives, parental engagement, and LGBTQ+ initiatives. At the heart of
improvement of outcomes for the most underserved students is teacher cultural
competence. Teacher internal attention to potential biases and cultural differences will
support the ability to reach some of the most vulnerable and impacted students
(Montgomery County Public Schools, 1995). In a study of a White teacher in an urban
environment, Milner (2011) found that the teacher developed cultural competency and
congruency partly because he looked inside himself and evaluated his own internal biases
and practices as he related to students. This is one examples of a key process that all
teachers can emulate in order to improve their cultural awareness. Keengwe (2010)
found that teachers need to confront their own biases through the engagement of self-
reflection; this will help to enhance their ability to show respect for and embrace other
cultures. The biases alone are enough of a reason to focus on the cultural competency
levels and the next steps to address performance and outcome disparities. Before
teachers can instill positive racial attitudes in students, they must first address their own
biases and stereotypes about culture (Starck et al., 2020).
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Cultural competency and student achievement intersect and become a focal point
and area that is addressed in this research study. As a researcher, I am passionate about
improving student performance outcomes, but the scope and sequence of this particular
study involves identifying and analyzing teacher perceptions and attitudes towards
cultural competence. The aforementioned paragraphs provide a glimpse of the purpose
and need to better service students of all races but more importantly historically
underserved students. These preceding paragraphs also provide information on how
privilege may potentially play a part in how school is perceived by students and practiced
by a majority Caucasian workforce. In this study, I am seeking to use teacher
empowerment and voice as a tool to support the development of a cultural competency
program that can be implemented to ultimately increase teacher cultural competence and
improve student outcomes.
Related Research on Teachers and Opportunity Gap Reduction
Cultural Competence
In reviewing the literature, a theme that appeared was the lack of preparation and
education that preservice teachers receive to specifically addresses the growing diverse
population. When it comes to ensuring that teachers are ready to teach and impact
diverse populations, the first place to look is at the preparation programs. Teacher
preparation programs have a duty to ensure that they deploy well-designed and tested
instruments when assessing the cultural competence of preservice teachers (Senokossoff
& Xuan Jiang, 2015). Preservice teachers need to be provided with more cultural
experiences that include but are not limited to trips to diverse school settings (Keengwe,
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2010). Increased exposure to a more diverse approach and the ability to meet the needs
of a diverse student body will help to better equip teachers for the challenges they will
face when they begin their careers. While this focal point stands to affect students, there
is a lack of clarity when it comes to the kinds of encounters and experiences that teachers
need to build cultural competence (Milner, 2011).
The level of focus to the need for cultural competency in teacher education at the
collegiate level cannot function as just checking a box or just getting it done. Teacher
training programs must be intentional in their efforts and prioritize measuring the
preservice teacher’s increasing cultural competence (Bustamante et al., 2016). A look at
multiple college and university programs reveals that there is an absence in course titles
and descriptions of multiculturalism- and immigration-related information (King &
Butler, 2015). This focus is needed at a national level because there is great
inconsistency with which diversity courses are delivered in various programs (King &
Butler, 2015).
The challenges that we face in our country today have as much to do with
practices and policies for teacher preparation as they do with any other factor. University
and collegiate systems are as much a part of the creation of the achievement gap as
anyone else involved in education (Poplin & Rivera, 2005). The arrival of the
achievement gap cannot be mitigated by good teaching alone. Teachers need to be
trained and educated and teacher preparation programs need to ensure that teachers
deepen their understanding of a critical lens so that they can better educate students to be
able to challenge dominant discourse and policies (Zoch, 2017). The power dynamics
and structures in society threaten to exacerbate the inequities that plague the nation.
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Teacher preparation programs should support the preparation of teachers’ awareness of
social action and justice and ensure that it is at the forefront of preparedness (Zoch,
2017).
Currently, there is little work being done at colleges and universities to address
the deficiency of cultural competency and diversity education that most teacher
preparation programs are lacking, but this is not due to lack of desire. In a study of
teacher preparation programs teachers acknowledged the importance of cultural
competence and showed a desire to enhance their cultural competence (Keengwe, 2010).
There are some public colleges and universities that offer courses that address diversity
and multiculturalism in their teacher preparation programs (King & Butler, 2015). One
resolution to the disparate outcomes is to find ways in which success and progress is
occurring and then find the ways in which that success can be replicated at scale.
Exemplars for closing the achievement gap need to be further studied in hopes of
replicating the progress and creating more impactful systems for the most underserved
students (Poplin & Rivera, 2005).
Knowing that a diversity and cultural competency gap in the education and
preparation of teachers exists in college teacher preparation programs is further evidence
of the need to apply an assessment framework. The framework can be applied to assess
the need and to help develop the next steps for addressing the issue.
Critical Lens
Teachers need to be trained and supported in developing their ability to teach
pedagogy with a focus on critique and societal structure dynamics. Providing teachers
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with opportunities to engage in social justice frameworks and advocacy will help to
support the need for advocacy and outspokenness. Teacher educators and emerging
teachers both need exposure to diverse and international perspectives in order to enhance
awareness educationally, politically, and socially (Cochran-Smith, Grudnoff, Orland-
Barak & Smith, 2020). In an interview, Dr. Linda Darling Hammond expressed the need
for new teachers to be better trained to be made more aware of the unique experiences of
minority students (Martin & Mulvihill, 2017). Successful exposure to a diversity-focused
teacher preparation course helped teachers to realize that silence and inaction is not an
option when it comes to social justice and equality (de Saxe & Favela, 2018). The
development of preservice teacher’s critical lens will support the ideology of a teacher
using a social justice approach to education and will ween out teachers who do not want
to pursue that focus (de Saxe & Favela, 2018). Since the training for social justice does
not exist at scale in teacher preparation programs, the assessment of cultural competency
along with a professional development plan to address this need will support positive
outcomes for both students and teachers. Preservice teachers need to engage in both
practical and critical work to develop their skill set to have the greatest impact on
culturally diverse students (de Saxe & Favela, 2018). The development of cultural
competence, racial awareness, privileged ideology, and gender identity issues need to be
a part of educational preparation programs before teachers are given their own
classrooms (Molina, 2012). The work that it takes to develop classroom collegiality can
be fostered and developed through focused professional development that is tailored to
the needs of teachers. The development of racial identity and privilege is a critical part of
24
the development of a teacher, and they need to become more consciously aware of
cultures over time (Molina, 2012).
There is a need to develop and deploy a unique approach to each situation as it
arises. Teachers benefit from the opportunity to develop localized learning that is in
response to the need to support culturally diverse children (West-Olatunji, Behar-
Horenstein, & Cohen-Phillips, 2008). Engagement in the necessary work must call not
only on the teachers of the organization, but it must encompass local and centralized
leadership staff. To prepare White preservice teachers to rethink race and societal social
structures, the faculty researchers that prepare the teachers need to engage in the work of
unpacking their own identities and biases (Molina, 2012). White educators need to focus
on developing their anti-racial identity to enhance their impact when working with
diverse students (Utt & Tochluk, 2020). Part of the development and enhancement of
this diverse racial identity can come through the understanding of the lived experience of
Black educators. Ladson-Billings and Anderson (2021) found that minority students
benefit socially and academically when they have a Black teacher. These same students
who benefited from having a Black teacher were also more likely to enroll in college
(Ladson-Billings and Anderson, 2021). The predominantly White teacher workforce can
stand to learn a thing or two from minority educators when it comes to relationships and
outcomes for minority students. Cultural bridges support the understanding and
educating of White teachers to the unique needs of minority students and cultural bridges
can be further supported by pursuing experiential information on education from diverse
teachers (Illegas and Irvine, 2010).
25
Addressing cultural competence is the next step in ensuring equity, inclusion, and
equality for future generations of students. It is critically important for teachers in
teacher education programs to see the strengths in students and communities of people
who do not share their likeness since many of their thoughts and ideology could be
negatively marred by their limited life experiences and the media (Milner, 2011).
Missing in teacher preparation programs are the tools needed to help our
underserved students. Teacher education programs often teach about pedagogy instead of
teaching through pedagogy. Teacher candidates are better served when taught using the
pedagogy and not just about the pedagogy (Molina, 2012). Teacher education programs
need to broaden their focus so that they integrate a focus on social justice (Poplin &
Rivera, 2005). Faculty and staff at teacher education programs also need to include more
diversity with regards to staffing and perspectives (Poplin & Rivera, 2005). The
influences of Eurocentric teaching habits and structures are strong and at times can even
become the default method when teacher diversity is an issue. Even in situations where
the teacher diversity matches the students, the teachers still have a tendency to deploy
Eurocentric teaching styles that can inhibit the acknowledgment of the cultural identity of
the students (West-Olatunji, Behar-Horenstein, & Cohen-Phillips, 2008.)
Respecting Student’s Culture
Understanding, embracing, and respecting a student’s cultural identity and using
that as a means for strength is necessary to keep a student's dignity intact. Biases exist
and the need to address the biases will help support the attention needed to address the
disparate outcomes for students. Implicit and explicit racial biases were found to be
26
present for both teachers and non-teachers with a small or even indistinguishable amount
of difference in the biases for the two compared groups (Starck et al., 2020). When
students’ unique cultural identity and life experiences are respected and treated as part of
their strength, there stands to be a greater avoidance of the negative experiences that
students encounter in school (Jacobson, 2000). Teachers acknowledged the importance
of culture and the positive impact that it had on forming authentic relationships with
students (Molina, 2012). The gateway to getting to this desired state lies with the ability
of the teacher to build a relationship and deploy an approach that respects cultural
diversity. Diverse students’ hopes can be turned into a reality, but it will require teachers
to deploy a culturally responsive approach to classroom instruction (Jacobson, 2000).
Teachers in a study about cultural competence developed a greater appreciation for the
cultural identities of all people through their focus and discovery of their own diversity
limitations (Keengwe, 2010). There is a need for teachers to develop a heightened level
of knowledge of their student’s home lives and background experiences in order to better
understand them and also meet their needs (Schlosser, 1992). Part of this assessment of
professional growth will reveal and provide teachers with the opportunity to better see
students as individuals. In addition, teachers can better appreciate their students’ diverse
experiences and value their contributions as part of a greater community of learners. This
development of the authentic relationship was purported to lead to elevated levels of
student achievement outcomes (Molina, 2012).
Cultural competence, critical lens, and respecting student’s culture emerged as
areas that will need attention in order to improve outcomes for students. All these areas
of focus lie within the purview and realm of teacher development through participation in
27
professional development. Through the assessment of these areas and the
implementation of a plan to address the need, a more desirable state can be reached.
There are multiple and varied factors that influence and impact students that lead
to disproportionate outcomes. This disproportionality was formerly known as the
achievement gap but is now recognized as the opportunity gap (Mooney, 2018). The
following literature provides insight into the many influences of the disproportionate
outcomes. Increased teacher awareness of these influential factors will help to positively
affect teacher cultural competence and preparedness for achievement equity.
Family Involvement and Environments
Qualitative analysis conducted by Kang, Horn, and Palmer (2016) revealed that
there is a significant positive impact when families are engaged and involved in their
children's transition to kindergarten. The study revealed that many families believed that
the experiences with school-based routines at organized childcare facilities lead to a
smoother transition to the expectations of kindergarten (Kang, Horn, and Palmer, 2016).
An important identified influential factor was having parents support their children at
home using a variety of academic preparation activities (Kang, Horn, and Palmer, 2016).
Families in the study also participated in visits and meetings at the school prior to and
leading up to the first day of kindergarten. Parents believed that participation in this
process led to a lower level of adjustment anxiety for students when the school year
began. The families in this study only identified family scheduling conflict during one
instance that prevented their participation in a school visit. This study helps to solidify
the importance of transitional service in supporting a higher Kindergarten readiness level.
28
The Kang et al (2016) study suggests that more studies are needed to investigate the
broad aspects of family involvement and their impact on kindergarten transition. Future
studies are needed to provide Kindergarten transition data from families of diverse
backgrounds as current data mostly reflects middle-class White families.
Mollborn (2016) conducted a study that identified consistent relationships
between four developmental ecology classes other outcomes. One of the areas
investigated in the study was the stabilization of a child's home environment. The study
found that the developmental ecology that which children are embedded plays a
significant role in their readiness level. The situational ecology in some cases had a
greater level of impact than race and socioeconomic status. The study suggests further
research of time-related dynamics and the influence of students’ readiness levels. These
studies could search for and identify the impact of timing of different factors in a child’s
development.
Social Interactions, Behavior, and Motivation
A study of teacher perceptions about students’ readiness for kindergarten was
conducted by Lin, Lawrence, and Gorell (2003). The study revealed that teachers valued
students’ social and behavioral abilities even more so than foundational academic
awareness. Other studies also reflect the teacher’s concerns in regard to students’
abilities as they relate to communication and working well with their peers (Johnson et
al., 1995; Piotrkowski, Botsko & Mathews 2001). Lin et al (2003) found that there is a
need for children to engage in multiple and frequent opportunities to develop their social
skills and behavior regulation prior to kindergarten. In a similar study by Heaviside and
29
Farris (1993), public school teachers identified following directions, minimized
disruptions, taking turns, and peer sensitivity as focus areas for adequate preparation for
kindergarten. The study by Lin et al (2003) found the development of social skills and
personal factors as precursors to the ability to engage in sustained academic performance
was based on teacher expectations. Student behaviors and ability to navigate the
classroom are paramount in ensuring that they are accessing the academic environment
from a socially acceptable place. Self-regulation, ability to pay attention, and the
effective management of behaviors were identified by teachers as the most favored
behavioral characteristics of teachers as examined by Rimm-Kaufman et al (2002).
Barriers to learning include but are not limited to maturity in the social/emotional realm.
Social skills have a direct positive impact on the overall academic performance of
students (Chen et al., 2010; Pagani et al., 2001). La Paro, Pianta and Cox (2000) have
shown the need to incorporate the use of an assessment of social-emotional functioning
when measuring Kindergarten readiness. More research is needed that shows teacher
level instructional practices and expectations and the impact/outcome on students.
Harris (2007) conducted a study that concluded that motivation must be
considered as an influential factor when measuring school readiness. Duncan Brooks-
Gunn and Klebanov (1994) have proven that low-income children have statistically, what
could be considered, more socio-emotional and behavior problems that compound an
already present academic disadvantage. This study seeks to unearth the potentially
detrimental effects of a lack of teacher attention to student motivation and regulation that
plague student readiness levels. The Harris (2007) study indicates a need for additional
research on professional development strategies that improve teacher attention to student
30
motivation with particular emphasis on preschool and Kindergarten students. Motivation
is an imperative influence on school reading and performance and the development and
analysis of its influence will be measured in this study.
Pre-K and Head Start
A historical approach to kindergarten readiness lies in the application and
exposure of at-risk students to formal education settings at an early age. Income
formulas are used to determine which students are eligible to gain acceptance into early
intervention schools to diminish opportunity gaps. In a study of preschool effectiveness,
Taylor, Gibbs, and Slate (2000) found that students in Georgia who took part in preschool
programs demonstrated a higher level of kindergarten readiness. The results of this study
would generalize that preschool as an intervention is an effective method for reduction of
the opportunity gap that surfaces in kindergarten. Forry, Davis, and Welti (2013) found
that preschool enrollment in conjunction with subsidized childcare was proven to be an
effective instrument in kindergarten readiness. Forry et al (2013) found that low-income
families need to be strategically sought out and supported to ensure their children's
enrollment and participation in both preschool and childcare programs. Forry et al (2013)
also shows the need for policymakers to consider their role in developing long term
programs and subsidies that maximize low-income family enrollment and involvement in
programs. Positive correlations between high Kindergarten readiness and enrollment in
preschool education programs were identified in a study by Ansari and Winsler (2016).
The Ansari and Winsler (2016) study also specified the need to determine the factors that
31
make the preschool program efficient. Preschool and Head Start programs are influential
in creating high readiness levels. The impact of these programs in the current research
study can be studied and measured to determine the effectiveness and impactful next
steps.
Unequal Start
Wang (2008) studied the existence of opportunity gaps among different ethnic
groups at the pre-Kindergarten level. The study found gaps in literacy, mathematics, and
language skills between White students and all their peers. The deficiencies presented by
all races in comparison to White students was apparent and concerning. Garcia and
Weiss (2015) studied a variety of inequalities that are present at the entrance into
kindergarten. The study revealed that class and minority status directly influenced
students’ behavioral and noncognitive skills as well teachers’ perceptions. Both studies
define the need for future research to study the impact of the achievement gap over time.
Role of Poverty
Berliner (2014) examined the role of poverty as it pertains to the academic
performance of students. The study revealed that poverty has a detrimental impact on
student academic performance more so that any educational reforms and strategies.
Destin et al (2019) performed a study of the mindset of students who live in poverty as
compared to their non-impoverished peers. The findings reveal a small correlation
between socio-economic status and mindset but determined the most influential impact
32
on unequal opportunity lies in societal inequality. This represents an issue that will have
a greater societal level impact and parental perspectives and thoughts can be obtained in
order to create baseline data around parental needs and expectations for improvement.
Bassok et al (2016) found that children and parents need to have greater exposure to
readiness preparation during the pre-kindergarten years. Even with substantial
advancements and greater access to technology and tools, an opportunity gap is still
present that needs to be addressed. A greater societal intervention at the policy level is
needed to address poverty. Education can serve as the driving force in this change by
ensuring that all students have access to a quality education that propels them into
successful citizenship. A focal development of teacher cultural competence in all teacher
and especially those that primary and pre-kindergarten levels will help to alleviate
outcome disparities.
Overview of Theoretical Framework/Methods/Research Question(s)
Overview of Theoretical Framework
This phenomenological study uses the concept of Funds of Knowledge (FoK) as
its theoretical framework. FoK focuses on keeping the dignity of students intact while
also applying an asset-based approach to their existence (Cho & Yi, 2020). The
importance of the identity of the learner is respected and preserved using a FoK and
asset-based approach to teaching and learning (Roe, 2019). Teacher-student relationships
are at the heart of improved outcomes of all students, especially black and brown
students. The need to understand the nature and framework of student’s home lives and
33
communities is one of the pillars of FoK. FoK places the teacher in the role of researcher
and centrally focuses the amendments and adjustments of the learning process to meet the
needs and experiences of the learner (Moll & Others, 1992). Teaching practice is
positively influenced by the incorporation of a FoK approach in supporting the
development of an asset focus instead of the use of deficit thinking (Sugarman, 2010).
By increasing the level of understanding while also improving the level of cultural
competence, teachers stand to have a greater impact. Elevating the teacher’s access to
and understanding of FoK will help to influence the collaborative creation of a more
meaningful and impactful professional development program.
The teachers themselves have active FoK that stem from their own life
experiences. The unifying of respect for the students’ lived experiences and relevant
teaching and learning opportunities helps to increase engagement and desirable classroom
outcomes (Delima, 2019). Knowledge of the influence that their FoK have on their
teaching and approach will be imperative in helping to inform future instruction. FoK
approaches help to lessen the deficit thinking of instructors and centrally places the
students’ lived experiences as unique and positive attributes to their development
(Delima, 2019). The revelation of potential biases and barriers to educating certain
students will help to disrupt the potential of perennial subpar results for black and brown
students.
In this study, I will use FoK to support the empowerment and elevation of
teachers’ voice and experiences in the creation of the professional development program.
34
Funds of Knowledge
The origins of Funds of Knowledge (FoK) can be traced back to the 1960’s and
the original definition was aligned to the ways in which households made the best of their
own personal and local circumstances (Wolf 1966). This contextual definition aligns
with the goals of the study in many ways. This study seeks to create a plan of action that
considers what teachers/staff have available to them and puts their FoK to work through
empowering their voice and influence. In the definition by Wolf (1966), the family’s
resources and money were used as the tool to support their survival. In the context of the
study, the teachers will be positioned as the tool to increase and support more equitable
outcomes through the analysis of their lived experiences and expertise through
collaboration with the researcher.
Funds of Knowledge Exchange
FoK has origins in exchange networks that were a part of a survival mechanism in
communities (Valez & Ibanez, 1988). All communities, no matter their level of income,
race, or religion, have an intersection/thick exchange where information and/or resources
move about the community (Valez & Ibanez, 1988). In the context of this study, the
information that will be exchanged and produced is in line with teacher cultural
competency. Schools and school systems have networks of employees, and these
networks interpret interactions with each other, students, families, and community
members. FoK provides a framework for historically underserved populations to be heard
and provides a vehicle for integration of emancipatory instructional practices (Cho & Yi,
2020). The integration of a FoK model will help to elevate the voices of these same
35
stakeholders whilst also keeping their dignity intact and respecting their contributions.
Knowledge construction through the use of a FoK approach helps raise awareness of the
many contributions that varying people and perspectives they can contribute (Gonzales et
al., 2005).
Lived Experiences
There are many contributions to the educational environment that can be made
when teachers consider the lived experiences of students (Irizarry, 2009). This
phenomenological study investigates the lived experience of teachers and provides a
more comprehensive understanding and respect for their diverse contributions and also
acknowledges the need for cocreation of knowledge. Cooper (2016) found that more
attention and effort is needed to further discover and shift the thinking of educators in
order to support the varying needs of historically underserved students. In this
phenomenological study, teacher voice will be elevated to help cocreate a framework
with the researcher that can be applied in varying educational contexts. By using the FoK
approach and its intersection with cultural competency, the study will empower teachers
and elevate varying contributions from historically underserved contexts. Teachers can
be instrumental in the development of a framework that addresses cultural competency
through the elevation of their unique contributions and experiences. Cho & Yi (2020)
purport that FoK as a theoretical construct helps to support equity whilst also
acknowledging diverse perspectives and experiences.
Teacher Privilege
36
Teachers in many cases are often unaware of their privilege and positions of
power with regards to the level of influence that they possess over their students (Sleeter,
2008). The dilemma with privilege and power is exacerbated even more when the
relative homogeneity of the teacher work force is considered (Sleeter, 2008). Attention
to the imbalance in teacher identity will take an exuberant amount of time so this study
seeks to empower the teachers that are currently employed through addressing the
intersection of their cultural competence and the FoK of the students they serve. Cho &
Yi (2020) found that a FoK approach to education will help to increase teacher’s critical
lens in order to better understand how not all cultural backgrounds have been respected
and rewarded in educational structures. Teacher beliefs and experiences are impactful to
the learning environment and a FoK approach can aid in the development of a curriculum
and instructional approach that is more meaningful for students (Monzo & Rueda, 2003).
Elevating the experiences and voices of teachers while also supporting their awareness
and integration of FoK possessed by their students will create a framework that will
positively impact outcomes. Diverse teachers are an important context to teaching
because of the influence of their experiences and beliefs in the educational setting
(Monzo & Rueda, 2003). Diversifying the workforce takes time and improved cultural
competence through professional development is an answer to an existing problem that
doesn’t require replacement of the current teacher workforce.
Participatory Action Research
Participatory action research is a process that is used in order to address a
localized problem through the use of collaborative knowledge generation (Appadurai,
37
2006). This framework was chosen because of the heightened and collaborative nature of
the co-creation of information and knowledge to address the needs of students. Students,
teachers, and other stakeholders all possess varying perspectives and life experiences that
influence and impact their ways of thinking about education. The usage of a
participatory model will help to empower individual voices whilst also creating a
collective voice to enact a necessary change (Merriam & Grenier, 2019). This study
focuses on the structural factors that impact each local school setting and empowers the
teacher voice as the agent of change in supporting equitable outcomes. In Merriam &
Grenier (2019), participatory action research is a model that is expertly used when
different groups come together in order to address the structural factors that are
potentially inhibiting desired results. Multiple and varied factors are in place in each
educational setting; this study will provide a framework that positions the teacher as the
catalyst in the necessary change process.
Summary
This study provides a framework that focuses on teachers and their ability to use
cultural competence along with FoK in order to decrease desperate outcomes for
historically underserved students. Freire (2001) contended that the investigation of this
current reality is necessary in order to change it. This study focuses on the use of the
current reality and lived experiences of the teachers, families, and stakeholders in order to
support the change. Changing conditions of the oppressed through the use of those
directly involved and impacted is a focal point of participatory action research (Reason,
1994). The disparate outcomes are representation that there are still groups in our society
38
that have been disenfranchised and oppressed. Participatory action research will assist
teachers in understanding their world while also providing them with the critical analysis
necessary to critique and change the reality (Reason, 1994). This study seeks to
emancipate the underserved students through ensuring that teachers appreciate their lived
experiences and address their own cultural competence in the process. The functionality
of participatory action research strategically aligns to the emancipation of people
(Schensul et al., 2008).
Participatory Action Research and Funds of Knowledge
This study is positioned at the intersection of the importance of teacher awareness
of FoK and also their cultural competence. In an examination of teachers’ perceptions,
Gallavan (2007) found that teachers like to teach in ways that they were taught, and in the
absence of a culturally diverse learning experience, instruction will lack the culture
necessary for today’s diverse society. The use of FoK of the teacher themselves will help
to heighten their awareness of their potential lack of diversity and the impact that it may
have on student outcomes. Teachers who lack the experiential capital to support the
varying needs of learners from backgrounds that may be different from theirs can address
this disconnect through a FoK and participatory action research approach (Gallavan,
2007). All teachers no matter who they are bring FoK to their classrooms and their
individual level of cultural competence can be greatly impacted by their level of cultural
competence (Moll & Gonzalez, 2004). This study seeks to create a new educational
capital that is obtained by elevating teacher voice whilst also engaging discovery through
the use of FoK and participatory action research. Patterns of behavior are something that
people reproduce over time and in order to interrupt the production of disparate
39
outcomes, teacher habits, and patterns need to be interrupted (Bilton et al., 1996). Smith
and Bahr (2014) found that teacher cultural competency could be increased through the
use of a professional development program. This study will create a similar program
with the elevation of teacher voice and influence through developing their FoK and
raising awareness of student contributions to the educational environment.
Research on the direct overlap and intersection of participatory action research
and the use of FoK is limited. There is a substantial amount of research that uses the FoK
framework and also many studies that use the participatory action research approach.
Direct integration and application of the two will bring about new educational capital that
can be produced in localized environments by empowering teachers to be the catalysts for
the desired change.
Limitations
One of the limitations inherent in this study is the size and representation of the
sample of participants. Another limitation lies in the potential biases and emotions of the
participatory researcher. Equality is something that I am passionate about and committed
to, so my involvement in this emancipatory research will be impacted by my
commitment. Lastly, there is a risk of limited participant awareness data. Teachers will be
heavily relied upon to provide qualitative data through use of a focus group. Their ability
to provide information that reflects their personal experience will directly impact the
study.
40
Participatory Action Research Design and Methods
Study Positioning
This phenomenological study seeks to take a participatory approach to action
research. Through the use of a participatory approach, this study seeks to support the real
world needs of students by enhancing teacher interpretations through the use of
FoK. The action research approach does not need to focus on objectivity and other
premises aligned to the research context because it puts the emphasis of the research on
social change, relevance, and the most underserved individuals (Brydon-Miller et.al.,
2003). In the case of this particular study, the focus of the results will directly benefit
underserved students by ensuring that the teachers are more aware of their potential
biases while also alerting them to the uniqueness of students. When the teacher becomes
the learner, it helps to build a more authentic relationship with students and families and
also expands the intended curriculum to be more inclusive of students’ lived experiences
(Moll et al., 1992).
The goals and purposes of the phenomenological study make collaborative
conversations with teachers in the creation of a professional development plan a major
study component. A major component of collaborative conversations and inquiry in
research is the ability to enhance teacher involvement and further support the meaning
making process (Feldman, 1999). This phenomenological study positions the teacher as
the impactor and the student as the impacted, so the empowerment and continued
reflection of the teacher on cultural proficiency serves to improve outcomes.
Collaborative action research is an approach that has proven to be helpful in
supporting the development of teacher as reflective practitioners (Qing-li, Torres, & Shi-
41
Ji, 2019). Study viewpoints are a cornerstone to supporting the cultural competency of
teachers. The collaborative action research approach has been successful in developing
the inclusionary thoughts and practices of teachers in schools (Messiou, 2019). For the
aforementioned reasons, collaborative action research was chosen in order to ensure that
teachers’ participation and voice were elevated to ensure authenticity and empowerment
when developing the professional development program.
Site or Population Selection
The public school system where I currently serve as an administrator is the
primary selection site for the study, even though teachers from various areas and
backgrounds will also be solicited. The school system is governed by the tenants,
mission, and vision of the greater Montgomery County Public School System. This area
is very demographically diverse and this diversity is reflective in the student body of the
school I serve. This intersection of students from different races, ethnic backgrounds,
and income levels makes this locale a viable choice for this research study. The mission
and vision of the Elementary School is to prepare all students for college and career
readiness through dedicated teacher and learning. Tables 2 and 3 are a snapshot of a
representative school in this area.
42
Table 2: Luxmanor Elementary School Characteristics 1
43
Table 3: Luxmanor Elementary School Characteristics 2
The high expectations that are present throughout Montgomery County Public
Schools permeate the general atmosphere of this study. The historical performance on
both national and local assessments will reveal a culture of high achievement and
community involvement. Much like the greater school system, the local level of diversity
has risen, and the local school and greater organization are charged with meeting the
needs of a more diverse population. The goals and impact of this research study directly
align to meeting the needs of a more diverse student population. This study positions the
teacher as the source and elevates their thinking and approach as an impactful point for
improving student outcomes.
Diversity is a critical component of the current and emerging society and the high
level of diversity in the student body provides a unique circumstance. The teachers will
44
be selected from those who respond to a request on a on social media post that will also
be shared via various professional and academic networks. The resulting data from the
teacher interviews will be analyzed in order to create a professional development plan.
The plan will be targeted at improving outcomes for all students, with specific attention
to historically underserved students, by increasing teacher cultural capacity.
This phenomenological study seeks to collect exploratory data from teachers at
multiple levels and with various professional backgrounds and experience levels with
regards to their preparation, planning, and delivery of instruction. This is a participatory
action research study that seeks to understand and process the experience of the teacher
as they work to have a positive impact on the achievement gap. Over time, there
continues to be students who are historically underserved. Major adjustments to how we
approach education in order to improve outcomes for these students remains necessary.
This study seeks to identify focal points that could help to enhance teacher preparation
and result in increased outcomes for all students with specific regard for the most
impacted students (African American and Hispanic). It seeks to provide a cultural
competency framework that focuses on serving the needs of all students.
Researcher Role and Positionality
The epistemological and ontological paradigm that I am most aligned with is
Constructivism using a Postmodern/Post Positivist perspective with interpretive
undertones. The opportunity gap is something that I experienced as a minority so as a
researcher my goal is to seek a greater understanding of its existence by investigating
teachers who are charged with closing the achievement gap through their daily actions. A
45
direct access point to the achievement gap is teacher cultural competency. Elevating
teachers’ awareness of cultural competency and the creation of a professional
development plan/rubric will seek to impact the gap. This investigation originates from
personal experience and a desire to create new meaning in order to enhance, inform, and
positively impact education.
According to Hesse-Biber (2017), the interpretive strand focuses on the
interaction between humans and examines the meaning that is socially constructed as a
result of those interactions and experiences. This perspective will support the
opportunity to get at the heart of what I as a researcher am trying to understand with
regards to how the opportunity gap is perceived and lived out through teacher planning
and delivery of instruction. This perspective will also provide insights and information
with regards to teacher interaction with students. The interpretive approach is aligned to
the hermeneutic tradition which focuses on deepening understanding and developing the
meaning of social processes through the analysis of interaction and actions (Hesse-Biber,
2017, p. 23).
According to Walliman (2011), the postmodern perspective provides the pathway
to new perspectives and new ideas in research. The goal and intent of the study is to
obtain and analyze the unique perspectives of teachers’ interactions with the
opportunity gap. A central phenomenon will emerge as a result of the analysis of the data
produced from interviews with teachers as well as focus groups. The idea of science and
its ability to be continually reinvented and changed will support the emergence of new
and uncovered information (Walliman, 2011). The lived experience of the teacher will
provide a glimpse into the interpretation of the achievement gap and the potential
46
intersection with cultural competency which will result in additional information that
could help in adding approaches to combat it. In this study, teachers will be empowered,
and their voices will be elevated in order to tap into their expertise and the FoK that they
themselves bring to education.
According to Denzin (1994), the interpretive approach provides details and
insights on the constructed realities of lived experiences while also evaluating how
knowledge is created based on human interaction. This ideology and framework will
help to unlock how new realities and interpretations of the achievement gap are created
and lived by teachers. The use of multiple paradigms will provide a detailed overview of
the mental belief system and how teachers conceptualize and experience the achievement
gap. The potential perpetuation of the gap and/or strategies to support the reduction of the
gap through improved cultural competence will be a part of the knowledge that emerges
in this study based on central phenomena uncovered through the focus group. The
immediate potential for bias exists because of the personal struggles and adverse
experiences that I experienced during my childhood. There is the potential to want to find
something wrong or adversarial with the way teachers encounter cultural competence and
the way they perceive and respond to the achievement gap. The nature of the study and
the perspectives being applied will help to limit the biases from impacting the results.
The emergence of a central phenomenon will help me abstain from creating a right and
wrong result. The constructivist interpretivist approach will also help to alleviate and
interrupt the potential for bias by creating the dynamic whereby the participants and I are
co-constructors of knowledge with the results being used to create a deeper understanding
and interpretation of the lived reality (Guba & Lincoln 2005, p. 196).
47
Ethical and Political Considerations
In order to heighten the level of support and transparency, participants will be
clearly informed of the purpose of the study. Identity protection is a critical component
with regards to ethical considerations (Creswell & Gutterman, 2019). Participant names
or other specifically identifiable information with be withheld during the study. Any
referenced teachers’ names will be replaced with pseudonyms in order to protect their
identities. Usage of their demographic information will be asked but are not an integral
part of the findings outside of their demographic information and their experience as a
teacher. Ensuring clarity of teacher voice is a major part of my role as a researcher and it
is also an important to ensuring the authenticity of the teacher’s voice which supports the
ethics of this study (Patton, 2015). The focal point of the teacher is paramount in this
study and their full awareness of the elevation of their perspectives and the influence it
has on the outcomes will be communicated.
Data Collection Methods
The data collection method for the phenomenological study is a teacher focus
group. The focus group will remain as a whole group for the duration of the study. The
focus groups will take place via Zoom to support convenience for participants and also to
help to support a level of comfort (Shaha et al., 2011). The focus groups will be planned
to last between forty-five minutes and an hour. Focus group participants will be provided
with consent forms prior to participating (Appendix A). A protocol will also be used in
order to ensure consistency with focus group expectations (Appendix B). The focus
group method supports the development of new ideas and opinions through the
48
interaction of several participants (Rodrigues et al., 2010). Front facing employees are
often more comfortable speaking in groups which leads to the development of more ideas
and a higher response rate among participants (Redmond and Curtis, 2009). Questions
will guide the focus group and will be tailored to explore the lived experiences of
participants and how they perceive and interact with cultural competency. Participants in
the focus group will be asked a variety of questions that relate to their experience with
cultural competence and teaching (Appendix C). The focus groups will be planned and
occur outside of the normal duty day for teachers.
Due to the relatively diverse nature of teacher experiences when approaching
teaching and learning, in-depth focus group interviews have been chosen as the primary
data collection tool. The experiences of participants can be provided in an unconstrained
and authentic manner by using open-ended exploratory questions (Creswell &
Gutterman, 2019). Interview questions of an exploratory nature will be used but the
interviews will not be formally structured in an attempt to ensure that a phenomenon
emerges naturally. According to Blanchard (2010), participants devolve more insight
when using face to face interviewing interaction rather than surveys. Interview
transcripts will be coded using descriptive statistics and emerging themes will be
developed. The usage of the focus group is to collect a shared understanding of the lived
experience that teachers have with cultural competency and their daily instructional
techniques to combat the achievement gap. Focus groups are a viable data tool in
supporting interviewee responses and a heightened level of collaborative reflection
(Creswell & Gutterman, 2019). Cultural competency and its intersection with the
academic achievement of historically underserved students can be a sensitive topic for
49
many teachers. The focus group format adds to the authenticity and willingness of
participants (teachers) to provide insights into their lived experiences (Creswell &
Gutterman, 2019).
Randome sampling will be used since the focus of this research has applicable
impacts at all levels of schooling. Creswell & Gutterman (2019) describes sampling as
the intentional selection of participants in order to support a greater understanding or
discovery of a central phenomenon. Within the sampling, a typical sampling strategy
also applies to the research. Typical sampling is described as a site or population that is
reflective of what could be considered as typical (Creswell & Gutterman, 2019). The
contextual use of the word typical can create variance and be rather subjective but based
on educational data, most current teachers are Caucasian (White) whilst the national
population continues to become more diverse.
Data Analysis Procedures
Focus group sessions will be recorded as part of the data collection process. The
transcripts of the focus group interviews will be coded and analyzed using the grounded
theory method (Charmaz, 2006). The interview data will be collected, analyzed, and
reflections will be memoed iteratively (Hesse-Biber, 2017). Collected interview data will
be read over, information that stands out will be highlighted, and codes will then be
applied to the information. The goal of this coding method will be to gain insight and
ultimately understand the data and not to make subjective decisions based on
predetermined categories (Hesse-Biber, 2017). Prior to coding the data, the transcripts
will be read several times in order to further immerse myself in the details of the
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transcripts (Agar, 1980). Hesse-Biber (2017) considered this an inductive process and
describes the researcher as being immersed in the data until a concept/theme arises. The
goal for this particular research study will be to use in vivo codes as much as possible. In
vivo coding provides the conditions whereby participants actual words are used as the
stated code in the analysis (Creswell & Gutterman, 2019). The use of teachers’ authentic
voice in coding will also help to elevate their authenticity and the usage of their lived
experience of the phenomenon. As participatory action research, the natural emergence
of the themes will be paramount in ensuring the reliability of the findings.
Throughout the data collection and analysis process, I will memo in order to assist
with the coding and categorization of the data. Part of the grounded theory coding
method is memoing and this assists with the formulation of ideas and analysis (Hesse-
Biber, 2017). Dominant themes will be identified using thematic analysis based on
patterns that were revealed during the process of data analysis. Transcripts will be read
multiple times, coded, and memos will be written/reviewed in order to ensure that the
identified themes were accurately represented in the analysis.
Trustworthiness/Validity/Credibility/Transferability
Trustworthiness
In order to ensure the trustworthiness of the study, an outside individual who is
neither associated with the university nor the school system will ask and record answers
to the questions. The member checking process will also be used in order to provide
follow up of the tentative interpretations of the data (Hesse-Biber, 2017). My
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positionality and potential biases are also revealed and discussed in the research lens
section of this study.
Validity/Credibility
In order to support the potential biases that I have as a researcher, I will engage in
a journaling process throughout the study to support reflexivity. Ary et al (2019)
identifies the usage of reflexivity as an integral process in identifying and recognizing a
researcher’s potential bias during the research process. Awareness of researcher
perspective, influences, experience, and personal meanings can all be supported through
researcher reflexivity (Gilgun, 2010). As a researcher, I will ensure that I am applying
reflexivity through the use of journal information collected throughout the entire research
process. Keeping my own reflective journal during the study will help raise my
awareness to any biases or unintended influences that I may encounter.
Transferability
The selection of a diverse student body in conjunction with a majority Caucasian
(White) staff serves to support the transferability of the study. A growing diverse student
population and a majority Caucasian workforce is a dynamic that can be seen in many
school systems that are in and around urban areas throughout the country. Ary et al
(2019) purports that thick descriptions support the similarity that can be derived by
readers of research. The context and participations in this study are adequately described
along with the context of the organization. My own biases were described in my
positionality and will be further reflected upon with the use of journaling. These two
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steps will help to support heightened awareness of potential researcher influence and
serve to limit reactivity (Ary et al., 2019).
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CHAPTER 2: RESULTS OF RESEARCH
Results of Research
The focus group interviews with participants of varying educational experiences
from all over the continental United States confirmed that there is a need to strategically
address teacher cultural competence. The findings of the study provide a glimpse into the
lived experience and reflective thoughts of teachers, as well as how they interact with and
perceive cultural competence. The specific research questions in the study seek to better
understand teacher cultural competence in order to create a viable pathway to improve
teacher cultural competence. The focus group interviews yielded several themes that are
categorized according to the research questions asked. The resulting data analysis
assesses the themes that depict how teachers experience cultural competence. Within
each theme, teacher quotes are added in order to elevate the authentic voice and view
point of the teacher. The themes themselves have been aligned, developed and presented
in table format.
Each table is formatted with the overarching theme and several quotes from
different respondents that align to the theme. The number and percentage of respondents
that responded are shared for each theme and are also presented in the tables.
Research Question #1 Results

How would you describe your level of cultural competence and what does cultural
competence mean to you?
This first question in the interview protocol gets at the heart of the educator’s
personal view of cultural competence. Their personal experiences and reflective thoughts
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about the definition of cultural competence help to create a better understanding of the
origins of their thought patterns. Several different respondents shared their personal
opinions of what cultural competence means to them. An intriguing response was shared:
• “Cultural competence to me just means that we're aware of the differences in
cultures that, that are around between everybody based off of lots of different
things. . . trying to be aware and cognizant of those and to be competent is just
that you are intentional about how you interact with people and, and that you try
to incorporate different things within your teaching style.”
The respondents generally shared a common opinion that awareness of differences was a
critical component of being culturally competent. In another response, a participant
specifically pointed out the need to be respectful and observant. He argued that cultural
competency was about having a clear understanding of the diverse backgrounds of the
students in the classroom. Other respondents alluded to the need to delve into a deeper
understanding of diversity as a concept.
The setting that teachers work in was brought up as having an impact on their
awareness and there is also a need to be more mindful of the intersection between their
own, personal concept of diversity and the diversity in the student population itself. One
of the educators expressed this idea in the following way: “A lot of the demographics
have changed and some of my lessons are going to change as a result of that. But all in
all, it’s like you flex with the kids.”
It was expressed that there needed to be a level of instructor understanding of the
various student backgrounds in their classroom and community. There are differences in
many cases in the make-up of the student body and the background of the teachers. Two
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participants revealed that there needs to be a higher level of awareness of the differences,
which in turn should lead to awareness that the teacher should enter the instructional
setting as a learner. The need to be aware and also the need for the teacher to learn is
encapsulated in the following response:
• “Being aware of, as has been mentioned before, the different cultures that are out
there and being respectful of, you know, everyone’s cultures and making sure that
you know, you might need to learn a little bit about it to, in order to help
someone.”
Overall, it was clear that participants felt the instructor needs to be aware of and able to
understand the needs of the student body. Accordingly, instruction will also need to be
attuned with how to seek better understanding of the student backgrounds. Teachers’
cultural competency, or lack thereof, stands to directly impact meeting diverse student
needs in a setting with diverse student populations.
Table 4: Results on Meaning

What does cultural competency mean to you?
Themes Response Rate: 88% (7 of 8 respondents)
Awareness n=3
Adaptability n=2
Understanding n=2
Responses reflected the need for there to be a high level of readiness to learn
when it comes to teacher cultural competence. Participants shared in their definitions of
teacher cultural competence that there needs to be awareness of differences,
understanding of diversity, and the ability to adapt to diverse classroom experiences.
There also needs to be a high level of teacher mindfulness and acknowledgement of the
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differences that exist between them and their students. The resulting interpretations of a
personalized definition of cultural competence help us to understand that teachers are
willing to acknowledge differences between them and their students and are aware of the
need to adapt.

What do you feel is the responsibility of the teacher when it comes to adapting that
cultural competence for the students?
This question intended to help define the responsibility of the teacher when it
comes to cultural competence and its direct intersection with the students. There are
multiple and varied ways that culture and cultural competence can play a role in the day-
to-day functioning of an instructional environment and classroom. With this question we
are seeking clarity related to the specific responsibility that the teacher possesses when it
comes to integration of cultural competence into the daily functioning and operation of a
class.
A theme that emerged from the respondents was that it was the teacher’s
responsibility in ensuring that cultural competence was part of the instruction and
environment. Multiple respondents placed the responsibility solely on the teacher. For
example, one participant illustrated this duty in the following manner:
• “I think for me, in terms of building cultural competence and like bridging that
gap between you and the students, I love books. I love to read. And I think it'd be
helpful if teachers are provided with books on diversity and culture in the
classroom.”
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The response highlighted that instructional materials can contribute to the level of
diversity and cultural competence in the classroom. Opportunity for teachers to
capitalize on this responsibility exists within the selection of materials, their usage, and
their ultimate integration into the curriculum.
One of the respondents likened themselves to occupying the role of a parent
regarding responsibility of meeting needs and adapting as necessary: “You are in Loco,
parentis, right? You are the nearest parent. So even in the most troubled home, if you
don't have a stable [one], you know, you come into my room, I'm your parents. And so, I
have to do what it takes to, you know, accommodate and help you succeed.”
This furthers supports the theme of teacher responsibility for adapting the learning
environment in order to support the development of cultural competence. The right
conditions for supporting the teacher in adapting the environment was also mentioned. A
comprehensive and supportive environment is needed at the community level. The need
for support in the adaptation of cultural competence on behalf of the students was
captured in the following comment:
• “I don't think the burden should be a hundred percent on [the teachers] I think that
they would need more support, more help to make sure that they're able to help
with the families too.”
Indeed, it was felt that responsibility of adapting cultural competence is a shared
responsibility. A few respondents voiced their viewpoint that should be a collaborative
accountability that could be part of a district wide initiative or process that, by necessity,
involves the teacher but does not solely fall on the teacher to execute. District level
support and an end goal should be kept in mind.
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• “I think it's part of the district's responsibility to determine what they want and
what's the end goal for the student is and to communicate that to the teachers, so
the teachers can support that goal, right? So, I've been taking classes on education
and the end goal and curriculum. And some of the, a lot of the curriculum talks
about what the end goal of a student is and what it should be. And if the district
has a clearly defined expectation, we as teachers need to meet those
expectations.”
Another respondent also supported the idea of a district wide approach in order to
magnify the impact of the teacher.
• “I feel like teacher training needs to not only come from the building that you're
working in, but also the entire school district, because we can have different
buildings within an entire district school districts be like night and day.”
Specifically, training should be facilitated by leadership. Creating environments
supportive of “safe spaces” could also contribute to the overall ability to develop cultural
competence. One participant opined: “I believe that a safe space to engage in the
learning is necessary at all schools. If not, you will have different learning communities
and teachers just doing their own thing. When that safe space is provided by the
leadership, eventually it'll benefit the teachers and then trickle down to the students as
well. So, I think that's right at the top of the list far as the leadership as facilitators at
those types of meetings and setting the expectation.
There was a general consensus that buy-in and top-down leadership would help
facilitate conductive environments, helping to move cultural competence in a positive
direction, with high levels of engagement. As one participant stated,
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• “If you implement a program and the leadership is not bought in right, then the
teachers, the staff, the students won't be bought in on it either. However, it is
administered, if the top doesn't do it, then nobody else will. It really starts at the
top if they're not in on it, no matter how much efforts put into it by the teachers or
by whomever is in charge. If everybody doesn't support it, it's not going to work.”
The respondents felt that the responsibility of adapting cultural competency for the
students is both the responsibility of the teacher and also that of the leadership and
administrators. The data therefore supports the need for an approach that involves a
centralized approach that has specific classroom outcomes. There needs to be both some
level of autonomy as well as a level of support for the teacher that aligns to the district’s
overall approach. An important finding was the need for there to be defined outcomes at
the district level so that a target is identified.
Table 5: Results on Responsibility

What do you feel is the responsibility of the teacher when it comes to adapting that
cultural competence for the students?
Teacher as responsible party n=4
Teacher as trainer n=2
Top-down approach / Teacher as implementor of n=2
leadership directives
Shared responsibility n=2
Research Question #2a Results

How would you respond to a mandate or an imposition from school system leadership
with regards to cultural competency training?
The idea of a mandated training stemmed from the conversation about the
implementation and adaptation of cultural competence to meet the needs of students. The
theme that emerged from the respondents was that they were supportive of a
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mandate/training that would be required for all employees. Two respondents shared that
they felt like they already have a mandate/expectation for cultural competency
development:
• “It's the basis of a lot of our in-service trainings and our induction when we were
new hires. So, while it may not be law punishable by firing, you certainly know
coming in that it is what is expected of you.”
• “I also think it should be mandated because it can help with making sure that
you're including it in the classroom.”
The response above supports the idea of cultural training being part of the onboarding
process for in service trainings. Onboarding training and the idea of an introductory
course is something that can be implemented through the use of an online platform. The
design and interface of this onboarding training would have to be determined, but
respondent data supports onboarding training aligned to improving awareness and level
of cultural competence.
This resulting data supports the idea of their being an integration of a global
expectation for an introductory course to cultural competence at scale in a school
system/organization.
Table 6: Results on Response to Mandate

How would you respond to a mandate or an imposition from school system leadership
with regards to cultural competency training?

Already in place n=1
Should be a mandate/should be implemented n=5
Should be part of onboarding n=2
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How does cultural competence directly affect your profession as a teacher?
Research question three seeks to unearth the impact, if any, of cultural competence on
the teaching profession. This question pursues how the teacher and school systems can
leverage the cultural competence impact in order to increase outcomes for staff and
students. All of the respondents agreed that cultural competence had a positive impact on
them as professional. There were varying responses to the type of impact and how it
manifested itself in the classroom and beyond. Below are a few of the quotes that are
representative of the positive impact that cultural competence has:
• “It helps me reach different kinds of children.”
• “I have to make sure that I am not as a teacher or projecting my personal views on
some of our students. I feel like us in education, we, we often do that a lot,
especially when it comes to politics, sexuality. So, I got to make sure as a teacher
that I'm aware of the re able to read the room, understand the difference of
opinion in my classroom before I give my opinion. Cause I don't want to quote
unquote corrupt any of my students or personal opinions.”
• “You have to know your audience, you have to read your audience, you have to
be able to adapt to your audience. And sometimes it's just that one thing that one
quick thing that a student says, like, you know what, I need to go back and
address that, you know, maybe I didn't give them their time, but they need it. And
it was a microaggression or something along those lines.”
• “I think regardless of, of where we're at, right, we have a responsibility to, to
make sure that we're inclusive in our education. Whether we're in a high
socioeconomic impact school or a low socioeconomic impact school, whether
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we're in a diverse school or a non-diverse school, we still have responsibilities to
teach different cultures to people because they're going to interact with people
outside of school.”
• “When I look at cultural competency, I look at that too, that everybody has
different cultures. Then we always have to think about teaching to each different
person because they still, because of the, even their culture, they could even be
learning differently.”
There are multiple and varied positive impacts of teacher cultural competence. An
increase in the ability to reach all children was highlighted by one respondent. Children
enter the educational arena from varying places and with vary home experiences. The
teacher’s ability to get through to the student body can be enhanced through cultural
competence. Familiarity with the audience/students and awareness of the projection of
personal views was another theme that emerged. In the educational landscape and across
the country, the diversity in the population continues to grow and respondents reported
that cultural competence had a positive impact on their familiarity with their students and
personal biases. Cultural competence supports familiarity and teacher awareness of
potential projection of personal biases. Participant 1 shared that cultural competence had
a positive impact on developing and purporting inclusivity. Diversity and inclusion
continue to interact with the educational landscape in many ways and attention to cultural
competence stands to enhance that interaction and focus.
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Table 7: Results Related to Impact
How does cultural competence directly affect your profession as a teacher?
Connection with students n=2
Personal awareness n=2
Inclusivity n= 3
Research Question #4 and #8 Results

Which cultural competency qualities are the most important to you and why?
What type of skills are important when it comes to your cultural competence as a
teacher?
Participants were given a matrix of cultural competency qualities that were
categorized as awareness, knowledge, and skills. The cultural competency matrix can be
found in Appendix D. The responses to these questions were combined for purposes of
analysis, since the answers closely aligned to one another, and the matrix was utilized in
both instances. Teacher cultural competence can be defined in many different ways. The
next question was created in order to gauge the level of energy around specific cultural
competence characteristics that educators felt were most important. Identifying these
specific qualities will help to add to the findings and support potential target points for
cultural competency development. A matrix with several cultural competency qualities
were given to the participants and the qualities that resonated most with them were
discussed. Two of the respondents identified knowing yourself as a theme. Below are
the responses that aligned to the knowing yourself quality.
• “I will argue the know yourself, feel like you have to get grounded with your own
lives, your own situations before working with others.”
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• “You have to know yourself first, but then you need to know the stereotypes that
are influenced based off of that.”
The second respondent expanded on the notion of knowing oneself and shared the
importance of being aware of the potential stereotypical influences that potentially
emerge from personal biases. In building cultural competence in an organization the
tools that are selected should work to raise individual awareness of one’s culture as it
relates to each person’s lived experience. The awareness of the culture is the entry level,
respondents expounded upon that and shared that there are additional steps to take once
the steps to know oneself are taken.
Curiosity was identified by the respondents as another quality that was important.
Respondents shared that it was important to enter into the cultural competence arena as a
learner with the desire to gain access to and better understand information. Below is a
respondent quote about an entry point of curiosity:
• “I think being curious is important when you're trying to learn about others and
there are different cultures and values and beliefs. And I think you have to be
curious to learn about that. If you aren't showing that interest, then you're not
really going to learn about those differences”
Another respondent described a scenario in which curiosity can be used to further
understanding information, as well as build a connection to students, empowering them to
contribute to overall understanding.
• “It's kind of like, we don't want to ask just to show, Hey, we don't know
something, but at the same time it's like, Hey, I'm really curious about the, how
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what's a good way of going about finding out the answers to that without, you
know, coming across as ignorant.”
The resulting responses reflect that the participants in the student elevated curiosity as
another cultural competence quality that is important. The respondents shared that the
curiosity helps to aid in ideology of entering the arena from a learning perspective.
Safe spaces were another quality that a few participants wanted to highlight as being
important qualities in regard to cultural competence. The safe spaces went along with the
curiosity because it creates an arena that fosters more curiosity which adds to the
awareness and learning. Below is a response that aligns to the need for a safe space to
develop curiosity:
• “There needs to be safe spaces where it’s like, I asked this question and don't hate
me for asking this question kind of experiences to happen.”
Another respondent shared the need for the safe space and attributed that safe space to
potential positive outcomes for the entire school.
• “I definitely agree that safe spaces are necessary for growth. And just building a
community is it, it, and it'd benefit the entire school to staff that had benefits
students and to give them confidence, which is important because some students
don't necessarily, they're not necessarily outspoken, but they are confident.”
Schools and school systems will have to deal with the location, timing, and format of
these safe spaces but respondents have shared that fostering environments where a safe
space can be created is crucial. A key characteristic that must be fostered and developed
is curiosity and a level of comfort to ask difficult questions. These are not everyday
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conversations, so a safe space and format will provide the conditions that are needed to
foster the growth and focus on cultural competence that is necessary.
Table 8: Results Related to Key Qualities

Which cultural competency qualities are the most important to you and why?
What type of skills are important when it comes to your cultural competence as a
teacher?

Knowing yourself n=3
Curiosity n=3
Safe Spaces n=2

When considering relationship building and behavior modification, is there an impact
when it comes to cultural competence?
Student relationships with educators can be a key component in motivating students,
keeping them engaged, and also in supporting more equitable outcomes. The next
question in the study seeks to better understand the impact, if any, of cultural competence
on student behaviors. Participants shared that cultural competence had a positive impact
on the ability to approach student behavior issues and also positively impacted authentic
relationships with students. One educator shared an experience where cultural norms and
Americanized expectations for respect would have potentially clashed:
• “When you're dealing with somebody and you tell them to look at you but, in
their culture, right, looking at someone is a sign of disrespect, right? So, you've
got to kind of be aware of the different responses and those kinds of things, and,
and, and know that that's going on. Right. So I think that's really important that
you're aware.”
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This is a good example of how important it is for teachers to be aware of other cultures
and to also be aware of how their own cultural values and practices impact with the
values of the learners that they serve. Similarly, another respondent shared an example of
the Americanized expectation for direct eye contact when speaking with a student or
correcting behavior. The individual shared a way in which to model this without placing
the cultural expectation of eye contact into the situation:
• “you know, give me a sign that you're understanding what I'm saying and talking
and listening. You don't have to be completely eyes on me for that.”
Another participant also shared a personal experience with non-verbal cues and how
culture plays a role in understanding the cues:
• “I will argue that as the educator, you have to understand the nonverbal
communication because that's important, especially working diverse groups from
different backgrounds, especially in a certain African-American community.
That's how most of my students are, we have a lot of nonverbal cues in our
language.”
These examples/responses are just one of many examples of how cultural competence or
a lack thereof can impact student behaviors and teacher relationships with students. It
will be imperative for teachers to continue to evaluate the cultural norms and
expectations that they are used to while also being attentive of the cultural norms of their
students.
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Table 9: Results Related to Impact in Relationships and Behavior Modification
When considering relationship building and behavior modification, is there an impact
when it comes to cultural competence?
Awareness / Questioning assumptions n=4
Cultural competency as a building block n=1

How have you changed your cultural competence in order to enhance your role as a
teacher and how would you go about it?
At this point in the focus group the participants had answered several questions about
cultural competence and had also engaged in collaborative discussions with one another.
The next question was posed in order to evaluate how participants would enhance their
cultural competence. This question helps to create awareness around the way’s educators
can improve the cultural competence. The improvement target is helpful in the creation
of a professional development/training pathway for school systems in understanding
where the desires of improvement lie for educators. Varying experiences in developing
cultural competency were shared but the respondents. One participant shared an
experience with a book study that they had in their current school system:
• “My school system last year had a book study that you could join called biased.
And so I did that book study and then it's like different people recommended from
that book study, different books, like White fragility and things like that. So it was
just been like positive exploration and reading of different things for me.”
The previous response shows the impact of a book study and how additional pursuits and
experiences stemmed from attention to and participation in professional development.
Another participant shared the work that they had conducted in regard to biases:
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• “Implicit and explicit bias was like the big push that I remember from last year.
This year we're looking more at the LGBTQ plus community and doing different
professional developments on that.”
The participant uses the words “push” to describe their experience which means that
there was some form of urgency behind this professional development work in cultural
competence. The purpose of the work and the professional and personal outcome for the
participant was a theme that was shared. When it comes to getting at the why behind the
professional development, a participant underlined that:
• “In order to get a lot of buy-in, people have to know what's in it for me, right?
Why is this important to me? What am I going to gain from it? And when you talk
about the why's, you get more buy-in. So I think that it's really important
whenever this kind of development is done.”
Participants shared that they have different experiences with professional development
and also shared that it is important for them to understand the motivation, the “why”
behind a given training. Book studies seemed to have a growing impact that moved
beyond just a “sit and get” training. Cultural competence improvement efforts need to
explicitly get at the why behind the efforts and also integrate current readings and
materials that motivate participants to do their own research beyond what is presented.
Table 10: Results Related to Role Enhancement

How have you changed your cultural competence in order to enhance your role as a
teacher and how would you go about it?
Continued Education n=1
Investment/openness n=2
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As you personally reflect on you teaching journey, are there any places where you
think cultural competence training or professional development could have been
effectively integrated to increase your cultural competence?
Educators encounter may different experiences during their learning journey. The
journey to becoming a teacher involves many trainings and certifications, some of which
occur during the preservice years and others that occur during the in-service years. The
next question in the focus group seeks to uncover those places in the journey that could
have been enhanced with training and/or attention to cultural competence. It became
clear that there is an opportunity to enhance cultural competence during the preservice
teacher training period. One participant shared:
• “Definitely during teacher training, you know, before you actually start teaching
you have to take a diversity course, but if it's only one course it really doesn't
address enough so there should be multiple courses.”
The response above is reflective of the need to create learning pathways for teachers that
involve multiple courses for improving cultural competence during their preservice
teaching journey. Another participant reflected on their journey to in-service teaching
and had the following to share:
• “I think that the only training that we got at induction was, you know, mandatory
a half a day and it really wasn't until I was taking my certification courses,
basically in essence grad level classes that I had a three-credit class on diversity
and we had to read.”
This particular respondent reflected on an experience and onboarding training that was
aligned timing wise to many of the other legal onboarding trainings that teachers are
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required to participate in. The participant does report that a graduate level course
provided additional opportunities to get into deeper subject matter and books on cultural
competence. One other participant had a similar experience and reported that they were
multiple years into their teaching prior to getting exposure to cultural competence
learning and proficiency. This individual shared:
• “It really wasn't until that three-credit class four years into my job that I really felt
like I had a handle on it. What kind of a person a teacher is supposed to be and
what kind of person I'm supposed to be in those regards? So, I definitely agree
that should come a lot earlier than when you start teaching.”
The next participant talked about how facilitation of the training and early learning can
help to enhance cultural competence. The participant sees the training as invaluable and
specifically references the need for the cultural competence training in urban settings
where teachers often commute to work.
• “I think that this could be a course that could be part of that module that can be
facilitated right. Probably better facilitated versus a module, but it's really
important training that is helpful, especially in inner city schools in particular,
right. Because you really kind of got to get to know the students, especially if you
don't live in the area where you're teaching. And a lot of people do commute.”
Conversations are what help to promote the drive the learning home in the training
opportunities according to another respondent:
• “I think that these should be, you know, in-person either in a Zoom because it's
nice to have this conversation rather than sitting and watching it and, you know,
clicking next and reading it or it read to you and clicking next it's, it's the
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conversations that we need to have instead of just being told about it. Because that
way you can learn a lot more when you're open with these conversations.”
The respondents shared that early college level support and collaborative conversations
would help to enhance their cultural competence. The need for college experiences and
exposure is critical information that college preparation programs can investigate further
in order to assess and problem solve integration of the experiences. Collaborative
conversations are a format that can be pursued but school systems. Facilitation and
formatting of these experiences can be handled according to local operational
expectations, but collaboration and conversations were identified as keys to enhancing
the learning.
Table 11: Results Related to Teaching Journey

As you personally reflect on you teaching journey, are there any places where you think
cultural competence training or professional development could have been effectively
integrated to increase your cultural competence?

Training during teacher preparation n=4
In-service and continued education n=1

What cultural competency characteristics are most important to your students and
why?
Students are not directly integrated into this study but the outcomes from the research
seek to enhance teacher cultural competence for the benefit of more equitable outcomes
for students. This question seeks to uncover the reflective thoughts and opinions of the
teachers on their personal experiences, what they feel is important for their students and
why. Answering this question will help to elevate certain characteristics as being
potentially more impactful in the pursuit of great cultural competence. A theme that
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presented itself in the responses was the need to start early. One of the participants
shared their experience working with elementary aged students and how they are eager to
learn about different cultures. They shared:
• “It's interesting because I think the elementary students like to learn about
everybody else's traditions too, because they're very young starting to absorb and
get into the classes with new people and different cultures and things like that.
That's what I think maybe to at least start early.
This particular experience is reflective of the need and opportunity to engage in the
learning at an early age with regards to students. It also is reflective of a perceived level
of interest in the student in learning about students that have cultural difference. Another
participant shared that they also believed an early start would be helpful with regards to
student cultural competence development. This individual went as far as to say that a
start in preschool would be beneficial and lead to a high level of comfort at students’
progress through school:
• “Starting at early, like starting at in preschool? I think it's important to start
everything early. I think, you know, early education is very important and I'm
becoming aware of all of our competencies out there. And the earlier we start with
it, I think the more comfortable we'll be as we start getting older, to have these
types of conversations.”
These reflections were similar amongst other participants and aligned to the need for an
early start; however different target ages were identified. One participant identified grade
three as a good targeted grade to start the learning process:
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• “I think by third grade we should start calling it what it is and, you know, letting
them know because the earlier we start the better off, I think we'll be as a society
and a community.”
The need for a safe space and authenticity were reiterated during this line of questioning
One of the respondents shared a reflection of their personal philosophy and experience in
getting to know more about the students that they serve:
• “I spend a whole week just working on those PowerPoints and the students are
excited to share about their cultures and customs.”
There was also a story of how authenticity was used to reach students and the positive
impact that it has on them:
• “I believe that as far as my students, you have to be authentic. They they'd love to
see their teacher’s real self. And me, I have a solid outcome when I am authentic
with my students. I have a song called mother's son where I share my family
history. It was inspired by Langston Hughes and it works every time. I just talk
about me being raised in a single parent home and what that was like and the
relationship with my mom. So just being authentic.”
Early intervention, authenticity, a safe space to learning are key components identified as
important needs for students. This resulting data helps to create a pathway that can be
used but schools and school system leadership in prioritizing cultural competence and
integrating it into the educational setting early and often. The study participants believe
that an early onset and investment in learning about cultural competence will lead to
more favorable outcomes and a higher level of comfort. Authenticity and a safe space
were shared as the necessary tools in cultural competence enhancement. Teacher training
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and facilitation of learning in creating and fostering safe learning spaces can help to
enhance the student experience. School systems can focus their energies on figuring out
what the characteristics of the safe spaces are and they are creating those conditions
across the educational landscape.
Table 12: Results Related to Student Competency

What cultural competency characteristics are most important to your students and why?

Increasing awareness n=1
Starting early/early engagement n=3
Authenticity n=2
Safe spaces n=2

What are some of the opportunities or barriers to being authentic in the educational
space?
The need to be authentic emerged as a theme in the focus group. Being authentic was
shared as being something that would enhance the environment when it comes to
building cultural competence for both teachers and students in the educational space.
This additional research question was added in order to investigate this particular
phenomenon and seek ways to create and replicate authenticity in the educational setting.
The mindset of the teacher and the classroom environment emerge as a major part of the
contributing factors to having authenticity. A mindset that centered around a need to
learn and approach situations with a willingness to learn were shared by multiple
participants. Important sentiments with regards to creating the space necessary to
enhance culture and authenticity were captured in the following:
• “I'm a believer that there should not be any obstacles because of you look at your
core curriculum. You can always make space to make that connection. Especially
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if you're a social studies or history teacher, English teacher is all about that
cultural relevant teaching. So, there are many opportunities as educators, we just
have to be willing to make that connection.”
This particular response is endemic of there always being an opportunity to implement
and integrate authenticity into the learning environment. Another comment underlined
that the teacher’s willingness is what mattered in creating the authentic environment:
• “We have to be willing to make, make that connection (a real connection with
students). So, some teachers are maybe are not willing to especially if it's a
foreign culture.”
The respondent references a willingness to connect and a culture that is foreign to the
teacher. This is reflective of a level of comfort that may be difficult to achieve, but about
which teachers need to be made aware and supported to achieve. However, it is critical
to engaging individuals in learning-centered conversations that can lead to greater
understanding. For example, a participant shared this story:
• “I was recently talking to a teacher at my school and she said in the past, the
White lady, she taught African-American studies. . . I'm not trying to be funny,
but why are you teaching this? And they had a great conversation. I don't know
the details of that conversation, but it worked out and I'm sure like it was a, it was
a safe space and it started our way from the beginning. So yeah, I just think like
that communication piece allowing students to participate in the curriculum as far
as the building it up, I think that's the first phase as far as building that
relationship and is having cultures being confident to share their backgrounds in
the class”
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In this way, willingness to engage in authenticity is enhanced. Neither party was
scared of the topic of conversation but approached it as a way to learn about why and
how a situation evolved. Another way in which a culturally based concept was
approached in the classroom was shared by a different participant:
• “We don't have to have the same experiences to understand each other. It's about
providing that space, that environment that we can share. You know, I know in
my social studies class, we're talking about cultural diffusion, it's okay to come
from different backgrounds, but we have to be willing to have a conversation
about culture and have tough conversations about our experiences.”
The voice of the students and the importance of approaching the situation as a learner
must also be considered:
• “And it's really nice to be enlightened by the kids to let us know. And, you know,
we're always learning. I mean, even as adults, we're still sponges and can absorb
some of the information from them.”
Again, there is a reference to the willingness to engage in and a willingness to learn. One
participant goes on to mention having tough conversations. Preparation of teachers to
support a higher level of willingness and preparedness will be key to ensuring that these
conversations are taking place and that an authentic environment is fostered. The
responses above are reflective of the need to empower the teacher workforce with tools
and professional learning that are aimed at the teacher’s ability to facilitate challenging
conversations. There is also a need to create conditions that are primed for acceptance of
differences and learning from one another. Students are aware of the differences and an
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environment can be fostered that celebrate the differences and enhance awareness
through a mindset of learning.
Table 13: Results Related to Barriers and Opportunities

What are some of the opportunities or barriers to being authentic in the educational
space?

Eliminate obstacles / Full acceptance n=1
Openness / Willingness to learn n=4

How motivated are you as educators to better investigate and understand you and your
students’ cultural competence?
This question helps to investigate the level of interest that participants have in
engaging in the learning process to enhance cultural competence. This question will help
school systems to better understand the apatite that teachers have in enhancing their
cultural competence. The responses that were shared demonstrate that there is a high
level of interest and motivation. The challenge for school systems will be creating the
conditions that promote the growth of that interest and motivation. One participant
referenced their upbringing and went on to expand upon their current level of interest and
motivation:
• “For me, I would say I'm extremely, extremely motivated. I grew up in West
Virginia as well and then came to school in North Carolina. But you know, I grew
up in a very predominantly White neighborhood and school and we just like,
weren't exposed to that to anything and no one talked about it. And you know, I
think my, my parents tried and they were very open and showed me that it's
important to respect everyone, that kind of thing. But as I've gotten older, I've
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really taken the time to learn as much as I can about other cultures to learn about
what kids really know when, what I know. And I really tried to open my mind to
new ideas and new things, reading articles, books, I mean, anything to just show
that like it's important because it really is.”
This particular response is ideal when it comes to the pursuit of cultural competence
enhancement. This person’s lived experience can be investigated further in order to
identify the things that created such a high level of motivation and pursuit. A similar
level of motivation was shared by another participant:
• “Yes, I'm truly motivated to work on it, be educated and to educate others, I think.
Well not, I think, I know.”
One respondent referenced Hispanic heritage month when sharing about their high level
of motivation:
• “It’s currently Hispanic heritage month. So are we, there's a million things we
were doing after having a year and a half off from being an actual building, but
I'm motivated to learn more about my English language learners and just Hispanic
culture in general, because that's a major part of our, of our population there. And
I know the importance.’
The respondent above shares the importance and a high level of interest in getting to
know their students and their cultural backgrounds. The importance of always being in a
position to learn as a motivating factor was also highlighted:
• “I think it's important to always be learning what these kids know and what
they're seeing. And, you know, if they come in with a question, just being willing
to answer that and go with it. But yeah, I really am invested in learning and I
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mean, always learning. I don't think you can ever stop learning. Like it's just so
important, especially in terms of cultural competency.”
The resulting data is reflective of a teacher workforce that has a level of interest and
motivation in learning more about their student cultures and about cultural competence in
general. School system leaders can use these results to help elevate motivated key
players in supporting the creation of learning experiences. Teachers that are motivated
can help to incentivize peers to participate in the salient learning experiences necessary to
further developing cultural competence. There seems to be enough fundamental interest
that an additional external motivation is not explicitly necessary in getting teachers to
engage in cultural competence learning.
Table 14: Results Related to Motivation

How motivated are you as educators to better investigate and understand you and your
students’ cultural competence?

Teacher as model n=1
Teacher as intentional n=2
Teacher as implement of change n=1
Creating shared experiences n=1

If a professional development program focused on cultural competency was created,
what would you say should be some of the key aspects of the program?
Improvement of teacher cultural competence in order to create more equitable
outcomes for students is the goal of this work. The creation of a pathway to improving
teacher cultural competence will be a major factor in improving outcomes. This
particular question gets at the identification of the key aspects that educators would like
to integrate into a professional development program. Creation of a program that embeds
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key aspects identified by teachers should help to increase teacher interest and engagement
in participation. A theme that presented itself in the responses was the need for
supporting staff that could be a resource to aid the teachers in building cultural
competence. One participant shared the need for a support person and adequate funding
from the central level of the school system:
• “On my level as a teacher, it's hard for me to incorporate without the support of
my school level supervisor. And it's hard for my school level supervisor to
incorporate it into his school, without the funding support of the district.”
Other members of the group also shared the desire to have a support person that could
strategically focus on cultural competence.
• “I would love to have like someone in the school system for that to be the primary
focus, cultural competency, so they can focus on making sure that teachers are
staying on task with that. They're not running around with four other hats because
it's important. I think that's like one big hat that that one person should be
wearing, and it would benefit the school.”
• “It doesn’t matter what you name the position, but it inevitably should be created
so you're focusing on, you know diversity and relationships.”
It’s clear that participants would like to have a level of support that includes an adult that
is strategically assigned to support teacher cultural competence growth. This could be
reflective of the level discomfort that teachers may experience with the new
implementation and focus on a program designed to enhance cultural competence.
School system leaders need to ensure that they plan to have a certain level of support
available for staff members when focusing on building teacher cultural competence.
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Another focal point and consideration when working to improve teacher cultural
competence was the idea that the training and focus being connected to books and other
available resources. Certain resources could be helpful in building cultural competence.
• “Books that are good for, you know, certain grade levels and starting those
conversations, videos that you can show because like, I do have some things and I
know there are resources out there.”
The participant above specifically is calling for support with tools that can be used in
order to build teacher cultural competence. A similar view point was shared by another
participant in the call for books and other resources for use:
• “I do definitely agree that we can use some books, some starters, and some other
interactive things that again, we can easily implement into our curriculum, but
most importantly, when, you know, when it comes to develop professional
development it can't be a one stop quick fix thinking, it needs to be a regular
occurrence.”
School system leaders and planners need to consider the tools and resources that are
going to be used in building teacher cultural competence. Participants have clearly
identified the need and the desire for the governing body to provide them with resources
that they can pick and choose from when it comes to implementation.
Table 15: Results Related to Professional Development

If a professional development program focused on cultural competency was created,
what would you say should be some of the key aspects of the program?
Finding common ground n=1
Incorporation into curriculum n=2
Creating awareness throughout the educational n=2
process / system
Catch phrase / theme n=1
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In the last 60-90 days have you been offered of received any training that was geared
towards and/or had purposeful integration of cultural competence? If so, how effective
was that training? In what ways, if at all, would you enhance the training experience?
This particular research question is posed in order to get a feel for the frequency,
duration, and quality of the last training experience that teacher have had that is aligned
the development of cultural competence. Discovering this information will help to
illuminate what cultural training teachers are currently experiencing and to what capacity
they are currently experiencing it. A major theme that was present in the resulting data
from this question lied in the last training experience of many of the participants. A few
participants shared their disdain with the last culturally based training and shared that
they felt like they were just going through the motions just to get it completed. One
participant shared their displeasure and alluded to checking the box:
• “Personally, I don't think has been effective at all. And I think we're just checking
off a list, right.”
Another individual shared that they didn’t remember the training and questioned its
effectiveness:
• “I don't remember the training. Like I checked the list and I submitted my
certificate, just the evidence that I completed, the training and I don't remember
anything. So it was not effective at all. I mean, I think if I really enjoy something,
if I'm engaged, I will remember something.”
Similarly, not everyone had a good experience with their last training and did not like that
it was centered in an online only format:
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• “What drives me crazy about the way we do training, it's all online. And it's like,
just hit the button and let's get through it as quickly as we can, you know, and we
have so many professional development days and I feel like, you know, this is so
important.”
The resulting data is reflective of an opportunity to improve the teacher cultural training
experience in a few different ways. A major upgrade to the training is moving it beyond
a one size fits all format to an experience that engages the teacher more actively, beyond
just videos. A major component that has to be a part of the training is collaboration and
discourse. The purpose, outcomes, and expectations for the training have to be
strategically communicated in order to empower participants so that they move beyond
just a desire to complete the training in order to satisfy a requirement. The packaging and
rollout will be key, as one participant shares. There can be an adverse experience when
there are well intentions without proper guidance:
• “But again, it's not like we're doing it with fidelity. It's like, here's a playbook run
a place, but we haven't had any practice.”
The context and approach will need to be clearly articulated by school systems in order to
elevate the cultural training experience while also making it lasting and impactful for
positive outcomes for students
Discussion and Conclusions
This study offers a deep exploration into the lived experience of teachers and how
they perceive and interact with cultural competence. There is a considerable amount of
research in regard to teacher cultural competence. This study furthers the scholarship and
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identifies ways in which teacher cultural competence can be enhanced. Previous research
has pointed out that there is currently a missed opportunity for cultural competence
develop of teachers in their preservice teacher programs (Senokossoff & Xuan Jiang,
2015; Keengwe, 2010; Bustamante et al., 2016; King & Butler, 2015; Poplin & Rivera,
2005). Considering this previous research and the findings from this study, a prime
opportunity exists to establish a cultural competence focal point for teachers that missed
this opportunity in their preparation program. The current study further affirms the
missed opportunity in college preparation programs while also acknowledging the
importance of teachers having the opportunity to engage in this critical and meaningful
work once assigned to active teaching positions within schools.
The current findings illustrated the need for teachers to be exposed to a
meaningful professional development program that is endorsed by central service
leadership. Previous research is reflective of the need for a heightened level of awareness
and focus when it comes to developing teacher cultural competency (Keengwe, 2010;
Molina, 2012; West-Olatunji, Behar-Horenstein, & Cohen-Phillips, 2008; Utt & Tochluk,
2020). The resulting data in the study aligns with the previous research and affirms the
need for there to be a strategic focus that is prioritized when it comes to developing
teacher cultural competence. Respondents in this particular study shared their
disappointment with historical approaches that have failed to have a lasting impact on
teacher cultural competence development. In another study, the real-world setting was
identified as the ideal place to develop tools that can be used to address issues that are
related to but not limited to racial and social justice as well as cultural competence
(Cormier, 2021).
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Teacher awareness of cultural limitations and the need to enhance their awareness
of diversity amongst students was a part of the findings. Previous research specifically
identifies the need for teachers to prioritize the development of their awareness of student
diversity was assessing their own cultural limitations (Behar-Horenstein, & Cohen-
Phillips, 2008; Jacobson, 2000; Keengwe, 2010; Molina, 2012; Utt & Tochluk, 2020;
West-Olatunji; Schlosser, 1992). The study findings align to the previous research and
are reflective of the need for teachers to engage in cultural competence training that starts
with acknowledgement of their own limitations. The findings from the study are also
reflective of the need for a heightened focus on the cultural needs of the students and how
the teachers have the power to enact cultural focal points.
In a study of involving a group of teachers working collaboratively, data was
reflective of teachers’ own identification of the need to teach with diversity in mind.
Teachers also acknowledged that they lacked the skillset necessary to adequately meet
the needs of their culturally diverse students (Johnson, Sdunzik, Bynum, Kong & Qin,
2021). Thus, it is clear that cultural competence professional development positively
influences instructional practice (Johnson, Sdunzik, Bynum, Kong & Qin, 2021).
Morettini, Brown & Viator (2018) conducted a research study that provided faculty
researchers the necessary space to engage in self-study around their approaches to
cultural competence and researchers demonstrated that they were able to be moved
beyond their comfort zones in order to enhance practical understandings. The findings of
this study align with several others in that teachers need to have the professional and
personal spaces to collaboratively explore their lived experience and level of cultural
competence. It can be concluded that an opportunity for growth exists when teachers are
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able to engage in a live collaborative work session when discussing and working to
develop their cultural competence.
The results of the study are reflective of a need for teachers to address the
growing diversity in the population. This aligns well to a previous study of White
teachers who teach in a diverse setting, which revealed teacher acknowledgement and
appreciation of diversity (Jennings, 2021). Jennings (2021) found that teachers have a
desire to overcome biases; they prefer instruction that involves collaboration and
discourse. Also, teachers want to develop authentic relationships with students (Jennings,
2021). The results from the current research also align with another study that found that
there needs to be a strategic focus on professional development that supports teachers’
ability to meet the needs of a growing diverse population of students (Siskind, 2021).
Teachers’ cultural competence and depth of critique in their pedagogy is directly
impacted by the teacher’s lived experience and background (Drake, 2019). The lived
experience of the teacher must be taken into consideration and explored in order to
determine its impact or potential impact on the classroom instruction.
This study focused on the lived experiences of a small group of teachers in the
educational setting. While the findings of the study can be broadly applied to different
educational settings, the experiences of each teacher and situation have to be taken into
consideration when interpreting results. Careful attention has to be used when making
generalization about the findings in each educational setting. Future researchers should
consider the exploration of more teachers in varied geographic locations and how their
personal and professional experiences shape and impact their level of cultural
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competence. Future research should also seek to identify the student impact of teacher
cultural competence on performance outcomes and relationships.
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CHAPTER 3: DESCRIPTION OF ACTION PLAN AND CHANGE PROCESS
Teacher cultural competence is a complex and important issue. The intersection
of teacher cultural competence with improved student outcomes creates infinite
possibilities when it comes to school improvement. The contents of the action plan in
this paper therefore align the improvement of teacher cultural competence to the school
improvement process. The school improvement process is partially a reflexive process
that is malleable in order to fit the needs of the students. However, it is also a partially
rigid process, as it needs to ensure that documentation, strategies and initiatives are being
put in place to support outcomes. The alignment of the improvement of teacher cultural
competence to the school improvement process creates conditions that allow the
improvement strategies to be in alignment with already existent structures. The ultimate
goal of the action plan is to improve teacher cultural competence and outcomes for all
students, and especially for historically marginalized students.
Action Plan
The action plan must seamlessly align with an already established school
improvement process in order to have the maximum impact. This will allow for the
action plan to be adapted and improved as needed based on continuous reflections and
feedback (Giancola, 2021). There are several linked components which come together in
order to form the action plan for improvement, of which the foundational elements are
the inputs. These are necessary tools and resources that will be used once the action plan
journey is ready to begin. For a detailed visual of the action plan, see Table 16.
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Table 16: Action Plan Visualization
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Inputs
These will provide the insight and foundational knowledge necessary to better understand
the lived experience of someone with a different identity from one’s own (e.g. a minority)
and how that identity impacts life experience. These involve:
• Cultural Competency Survey – this tool will be utilized in order to assess teacher
cultural competence prior to and after the action plan implementation.
• Funds of Knowledge Handout – used as a resource to educate teachers on the
components of the Funds of Knowledge (see Appendix E).
• Time – This is necessary in order to ensure that the necessary scheduling and
space are given to school teams to meaningfully engage in this learning process.
• Funding – The books will need to be purchased with school system dollars and
copies of the handouts and surveys will need to be made.
• Planning workshop to support training of trainer model – the staff development
teacher and the local principals will need to be trained and properly prepared to
facilitate engaging and potentially contentious conversations about race, biases,
and culture in non-threatening and safe-space type environments with the proper
use of appropriate vocabulary, body language, and conflict mitigation when
necessary.
Outputs – Activities
It is intended that activities be designed to implement a cultural segment into all staff
and leadership meetings which will happen once monthly. These meetings currently
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occur monthly and the implementation of a dedicated segment will be seamless and not
intrusive to the current structures.
• Introduce book study “Ibrahim X Kendi’s How to be an Antiracist.” A
collaborative discussion segment on each chapter will be hosted. Expectations
and a timeline for reading and reflecting on each chapter will help to align
expectations for participants.
• Introduce Funds of Knowledge worksheet and develop a rubric that depicts
instructional considerations to integrate into weekly planning. The cocreation of
the rubric within each school community will help to ensure that unique qualities
and experiences are taken into consideration (Funds of Knowledge Handout,
2021).
Outputs – Participation
Several stakeholders are involved in the execution of the action plan, and
participatory engagement is crucial. All Instructional Staff and School Leadership will
be engaged. During the school year preparation week (Preservice) and twice monthly
during staff and leadership meetings for the duration of the school year. A clearly
communicated expectation to all members to ensure that they are aware of the action plan
steps and strategies.
Outcomes - Short Term
The outcomes below will be expected to be seen within the first marking period of
the school year which is usually structured into four nine week marking periods that
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usually consist of 45 days. Surveys and interviews of teachers and students will suffice
in order to determine the foundational impact of the action plan. Adjustments can be
made to the approach and focus after the first marking period.
• Increase understanding of the importance of effective Student/Teacher
relationships
• Increase student engagement and less class disruptions/off task behavior.
• Increase awareness of implicit bias.
• Increase awareness and ability to analyze the racial disparities in the student
achievement data.
Outcomes - Medium Term
These outcomes will be measured at the end of the first school year and each year
thereafter. These outcomes are aligned to summative and formative assessments that
occur throughout the year and culminate at the end of the marking periods and semesters.
• Increase the number of Hispanic and African American students that surpass the
threshold for access to the Gifted Center.
• Decrease of the total number of suspensions and referrals.
• Increase the performance of Hispanic and African American students in Math and
Reading on the MCAP assessment.
• Increase the number of A’s and B’s on the report card in Math and Reading for
Hispanic and African American students.
• Increase student MAP assessment outcomes in Math and Reading for Hispanic
and African American students.
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Outcomes - Long Term
These outcomes are long term goals that can be sufficiently measured after
multiple years of successful implementation of the action plan. The improvement of
teacher cultural competency data point can be measured using a survey and interviews
whilst the other can be measured using a variety of summative performance data.
• Increase Teacher Cultural Competency
• Decrease the outcome disparity between Hispanic/African American students and
their Asian/White peers
Summary
As mentioned previously, the action plan in its most appropriate form will align
seamlessly to the school improvement process. Alignment to the school improvement
process will help to support the seamless application and integration of the necessary
steps for improving teacher cultural competence. As teachers and school systems work to
set goals for improvement, the steps in the action plan can be added as part of the goal
setting and improvement. Implementation of the action process outside of the school
improvement plan may be successful but a process that exists outside of school
improvement planning is not advised.
Analysis of Implementation/Organizational Change Process
Beck (2014) conducted a mixed method study that collected both survey and
questionnaire data from close to 500 leaders. There were several findings from the
research. The findings reflected that servant leadership behaviors help to influence
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servitude in followers (Beck, 2014). Servant leadership also developed a higher level of
selflessness (Beck, 2014). Importantly, trust is built amongst stakeholders when servant
leadership is present (Beck, 2014). The action plan seeks to build teacher cultural
competence, but there is an undocumented and more immeasurable goal in that the steps
in the plan could lead to greater societal good. The research demonstrated the perceived
positive impacts of building teacher cultural competence and that the application of a
servant leadership style or servant leadership characteristics will help to empower
stakeholders. The ultimate outcome for the action plan is more equitable results for
historically marginalized people, a servant spirit, and approach to the work that can help
empower and engage those same stakeholders. Trust has been a historical barrier
between marginalized people and the school system, so the application of servitude as the
approach for this action plan helps to bridge the historic trust gap.
Relational empathy and how it is aligned to the ideology of being open and
available to learn more is an important concept (Broome, 1991). The default thinking in
most relational empathy cases is aligned to just understanding a different perspective, but
it goes far beyond that and introduces the need to create a “third culture” that exists at the
intersection of people’s separate cultures (Broome, 1991). The creation of this third
culture is located at the intersection of the parties and their conversations and
communication (Broome, 1991). The action plan’s successful implementation hinges on
the ability of multiple parties to work with and understand each other. The creation of a
third culture will be ideal with the work that will be necessary to improve cultural
competency. Raising participant awareness of this “third culture” that exists and is
96
created when cultures combine will add value to the necessary outcomes and focal points
of the action plan.
Hyde (2012) studied rationales for organizations’ change. The specific ways of
organizational influence and the impact it had on the trajectory of the organizational
change was assessed and explored. The framing of organizational change directly
impacts the degree to which the change occurs and how it takes a lasting hold in the
future of the organization (Hyde, 2012). Positive organizational change through the
focus on and development of teacher cultural competency is the focus of the action plan.
In order to maximize the impact of the action plan, it is important to ensure proper
framing at the onset. Conveying of the process and transparency will also be an integral
in creating and carrying out an action plan that is geared towards success.
When teachers focus on cultural competence, there is a high level of appreciation
for the cultural uniqueness of all people (Keengwe, 2010). The absences of a substantive
and meaningful cultural competency educational experience during preservice years by
teacher is revealed in the study conducted by Keengwe (2010). The study also found that
improved teacher cultural competence has a positive impact on teacher self-reflection of
biases which results in the deterring of the presence of otherness (Keengwe, 2010). This
piece of research is another foundational piece of literature that fully acknowledges the
purpose and importance of the action plan and the focus on cultural competence. This
research identifies the teacher as the person responsible for the self-reflection and also
proves that the positive outcomes can come as a result of that personal reflection. As the
action plan progresses, there will be a lot of “why are we doing this” and “how is this
relevant” comments. Keengwe’s research helps to answer those types of questions. This
97
research is also important because it affirms the need for the cultural competence
educational experience since it is generally missing from the preservice pedagogy.
Kendi (2019) provides a conceptualization of what it means to be an antiracist.
This resource provides a framework and thought process necessary in order to combat
historical systems of oppression and privilege (Kendi, 2019). Hierarchical power and
class systems are investigated to provide a more appropriate understanding of how race
as a construct is weaponized against certain people (Kendi, 2019). The focus of the
action plan aligns with the need for the teachers to increase their awareness about culture.
In the process of increasing awareness, teachers can also use information presented in
Kendi’s “How to Be an Antiracist” to better understand how systemic oppression has
negatively impacted many of the children that they serve. Antiracist ideology, while off
putting to many people, is exactly the type of educational tool that is needed to create the
cognitive dissonance necessary to force front line educators to begin to reflect on the role
that the difference in cultures plays in the educational process.
Learning communities are a major part of any organization and how they
function, directly impacts the organizational outcomes (Lenning et al., 2013). Learning
communities have many different facets and ways of utilization for organizational
improvement (Lenning et al., 2013). Learning communities are all around us and impact
us in many ways, but they are especially important and relevant in the educational
environment (Lenning et al., 2013). The learning community resource directly aligns and
is additive to the action plan because it provides a framework that can govern the
intersection of the many stakeholders that are involved in the action process. There are
multiple and varied levels of learning communities that are relevant to the success of the
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action plan and this resource can serve as a tool and assist stakeholders in strengthening
their cohesion as a learning community whilst also adhering to the goals of the action
plan.
It is important for teachers to specifically take time and devote energy to
examination of their own biases. A study by Milner (2011) focused on a Caucasian
teacher’s journey to a higher level of cultural competency whilst working with a diverse
student population in an urban environment. The study revealed that the teacher’s
cultural competency was developed through his own evaluation of his own internal and
personal biases and how they impact interactions with students (Milner, 2011). Increased
teacher cultural competency led to more culturally relevant instruction (Milner, 2011).
This research directly applies to the action plan through its focus on the development of
teacher cultural competence. This study can serve as a case study and model for how the
action plan can develop cultural competence and lead to the desired outcomes. This
research in particular demonstrates the impact of cultural competence and examination of
teacher unconscious biases.
Organizational transformation through the use of radical change was a part of the
research of Nutt & Backoff (1997). In order to plant the seeds necessary for a radical
change, a vision has to emerge and become the guiding light (Nutt & Backoff, 1997).
The authors also discuss how to deal with the obstacles that are in the way of vision thus
inhibiting the transformation. This resource is relevant to the action plan because it
shows how important it will be for the action plan to align with not only the leadership in
the organization but also with the mission and vision. The integration of the action plan
99
into the school improvement process and also the communication of how it aligns to the
mission and vision of the system will help foster the organizational transformation.
As transitions and changes occur, it is normal that new or formerly unseen issues
come to light. Singleton (2014) is a masterpiece on strategizing ways to deal with,
combat, and neutralize systems and thought processes that are either intentionally or
unintentionally steeped in racism. Singleton (2014) provides an explanation of and a
game plan for the “conditions” of race. This resource is also a tool that provides
“agreements” for engagement in the difficult yet necessary conversations about race.
Fear is something that will be present when the focus on cultural competence is
presented. Many stakeholders in a predominantly majority race organization may also
feel apprehension as the concepts are not familiar to them or may not feel comfortable.
This resource can serve as a tool to help to frame some of the conversations and also be
used to create strategic expectations for the conversations and work that will occur. The
action plan will entail challenging moments and the “agreements” presented in the
resource can help to combat the potential disengagement or apprehension. An
undocumented outcome in this action plan is social justice, and this resource is full of
language and support for achieving a more equitable and just society.
Our global society is increasingly vast as it is diverse. Thomas (2007) focuses on
the many intersections of diversity resistance in the workplace and the many ways of how
the resistance manifests itself. Descriptions of the varying ways that diversity is resisted
and tools for overcoming the resistance are presented. Thomas (2007) also provides
authentic case studies that detail resistance to and application of organizational diversity
strategies. This action plan itself hinges on the need for an increased cultural competence
100
in order to deal with growing diversity in the study body that outpaces diversity in the
workforce. There will be inherent resistance by stakeholders to the things that they are
either unaware of, not exposed to, or potentially biased against. This resource provides
an ideology and framework for how to strategically handle the resistance that is inherent
when applying action steps that are steeped in workplace diversity issues. The diversity
issue in this action plan is not only about a representation but is specifically focused on
the cultural competence and capacity of the current workforce.
Implications for Practice and Future Research
The audience for this type of research is vast. Early in my studies I concluded
that my research would directly align to members in the school system. The specific
focus of my research is teacher cultural competence and it strategically unearths teacher
awareness of and attention to the potential divergence between their lived experiences
and that of their students. Analysis of the research data is reflective of several action
steps and needs that can be strategically tailored to improving teacher cultural
competence. Based on the elaboration of the research results, it is now clear that the
audience not only includes school system employees but also spans across the
educational landscape and includes but is not limited to; Superintendents, School Board
Members, local school leadership, teachers, college teacher preparation programs. As the
national and global landscape continues to change and issues with equity are raised, I
have come to the realization that cultural competence is not only impactful in the
classroom but also has significant influence in many other arenas. The business world,
global organizations, and many fortune five hundred companies could potentially benefit
101
from the inclusion of cultural competence into their strategic plans and growth. The
audience continues to expand as our society and as the world becomes more diverse and
as the focus on diversity continues to increase. The findings from the study while
impactful in the educational realm, create a tool/pathway for future cultural competence
research as it pertains to other professions and interactions of culture. This particular
study and research are most impactful when it comes to supporting student outcomes
through cultural competence in an educational environment.
The action plan as written specifically fits into the system approach for school
improvement for the local school system. The action plan is aligned to and informed by
the school improvement process that seeks to improve student outcomes through teacher
leadership processes and practices. The targeted audience in the action plan is the
members of the school system and the current model uses a hierarchical structure. A
detailed view of the power dynamic and decision-making authority is show in Table 17.
The stakeholder matrix takes into the necessary stakeholders and their decision-making
authority which directly influences the implementation of the action plan.
102
Table 17: Stakeholder Matrix
103
Organizational Connections
There are many organizations which could benefit from the dissemination of my
findings or broadening of this study. One of the first organizations that comes to mind
for me is the Association for Supervision and Curriculum Development (ASCD). This
organization works with educators from across the United States and also has a
membership presence and access to front line teachers in over 200 countries (ASCD,
2021). The vision and mission of the organization references the empowerment of
educators as learners and teachers in order to positively impact children (ASCD, 2021).
The services tab on the website has an entire section dedicated to equity and cultural
competence that has resources and professional development opportunities around
cultural competence (ASCD, 2021). This organization and even more so this particular
focal point in the organization is seamlessly aligned to and relevant to my research. My
finalized dissertation product and future research in the area of cultural competence will
fit well into the organization’s pursuit.
Leadership is an important access point for improving cultural competence for
teachers in order to support more equitable outcomes for students. The School
Superintendents Association (AASA) has a mission that specifically points out all
students, equitable outcomes, and support for system level leadership (AASA, 2021).
Within the AASA website there is a “children’s programs” tab and within this section
there is a focal point on equity and justice that specifically goes into detail about building
more equitable learning environments (AASA, 2021). The impact goal of my current
study in to create more equitable outcomes through the use of improved teacher cultural
104
competence. This alignment between my current research and the goals/supports in the
organization, creates a high level of relevance and intersectionality.
Research, continued inquiry, and scholarship around cultural competence and its
impact in the school environment and beyond is extremely important. The American
Educational Research Association (AERA) has a focus in the field of education and seeks
to advance knowledge through the use of research (AERA, 2021) AERA has
membership representation in over 96 countries and has members who represent not only
educational professionals but also who possess expertise in other fields (AERA, 2021).
AERA has seven research-based journals and a publication of my current research
finding in one of the journals would advance my scholarship and potentially provide a
pathway for access to more research and scholarship opportunities. Cultural competence
is an emerging focus with limited scholarship and is relevant to AERA and their focus on
the advancement of research that has practical application in the educational setting.
The National Education Association (NEA) is an organization that is connected to
3 million educators in the public education sector (NEA, 2021). Their footprint and level
of influence creates relevance for the outcomes and information that will be obtained
within my research. The NEA website has an advocating for change section that focuses
on racial and social justice (NEA, 2021). One of the barriers that NEA identifies to
appropriate access to adequate public education is culture or lack thereof (NEA, 2021).
Cultural competence and the need to improve it and develop it is part of the results of the
research. Consultation and collaboration with this organization in some capacity can help
to create pathways to improved teacher cultural competence at scale.
105
Organizational Approaches/Theories
As educational and other organizations look to improve their cultural competence,
the information and findings from this study can serve as a foundational source. In a
study that was focused on improving cultural competence, participants round that
trainings and professional developments in cultural competence would heighten their
awareness and influence their instructional practices (Johnson et al., 2021). Teachers are
a central part of this improvement process and plan and future research and studies
should strategically focus on the role of the teacher in the improvement process.
Teachers for far too long have been placed at the bottom of the operational hierarchy in
the educational system and this has led to feelings of teacher alienation (Lipsky, 2010).
Applying David Farmer’s Anti Administration theory from Hatch (2018) would create an
environment that would empower the teachers with the ability to question decisions. This
theory of enactment would support a bottom-up dynamic that could influence policies,
procedures, and actions. Another theoretical application is deconstruction theory from
Hatch (2018) would mean that teacher skepticism would be welcomed and it would
directly impact current organizational structures. By deconstructing and critically
analyzing the historical organizational patterns that have led to the same result, teachers
would ultimately be empowered. In a study of new principals, Grisson Bartanen, and
Mitani (2019) found that novice principals were less equipped to handle the challenges
presented in challenging schools. Empowerment of the teachers can be an additive
support to assist in the development of their cultural competence while positively
impacting the local and global organization. Teacher perspectives and experiences
106
during the cultural competence process should be a focal point for future studies and
research.
Implications and Related Research
An area of focus that will be critical to the improvement and attention to teacher
cultural competence are teacher preparation programs. Senokossoff and Xuan Jiang
(2015) purport that teacher preparation programs have a duty to ensure that they deploy
well-designed and tested instruments when assessing cultural competence. There seems
to be a broad focus on teaching pedagogy but there are also opportunities to increase and
enhance teacher preparation with focal points of cultural competence. Preservice
teachers need to be provided with more cultural experiences that include but are not
limited to trips to diverse school settings (Keengwe, 2010). Continued research is needed
on teacher preparation program and the impact that newly trained teachers have on more
equitable student outcomes. University and collegiate systems are as much a part of the
creation of the achievement gap as anyone else involved in education (Poplin & Rivera,
2005). Teachers need to be trained and educated and teacher preparation programs need
to ensure that teachers deepen their understanding of a critical lens so that they can better
educate students to be able to challenge dominant discourse and policies (Zoch, 2017).
Teacher preparation programs should support the preparation of teachers’ awareness of
social action and justice and ensure that it is at the forefront of preparedness (Zoch,
2017). Teacher preparedness focal points will lessen the likelihood that teachers will lack
the cultural competence to strategically enhance student outcomes. The research is
highly reflective of a need for colleges and universities to invest time and energy in
discovering where and how teacher cultural competence can be enhanced during the
107
preservice education process. Focus on these strategic steps should be positioned at
national level and not just left up to each individual higher education organization.
Future research at the national level will help to better understand the entry points
and readiness of there to be national policy advocacy for improved teacher cultural
competence. The teacher cultural competence focus is needed at a national level because
there is great inconsistency with which diversity courses are delivered in various
programs (King & Butler, 2015). There are some public colleges and universities that
offer courses that address diversity and multiculturalism in their teacher preparation
programs (King & Butler, 2015).
This study has contributed to the research that suggests there is a gap in the
cultural competence of teachers that are both in-service and in training. The research is
reflective of a need to make teacher cultural competence a focal point in colleges and also
in local school systems. The findings of the student show that teachers have a desire to
improve in their cultural competence and also that they want to participate collaboratively
when focusing on cultural competence development. A video or a one-time meeting is
not the desired method that is reflected in this study. School systems need to make a
substantial investment in the creation of a strategic framework to enhance cultural
competence across the organization for the benefit of students. Teachers in this study
acknowledged the importance of cultural competence and showed a desire to enhance
their cultural competence during pre-service education (Keengwe, 2010). There have
been many attempts to improve student outcomes in order to create more equitable
results. Continued research on teacher cultural competence will help to provide the
attention necessary to explore and create more paths to equitable outcomes for students.
108
Exemplars for closing the achievement gap need to be further studied in hopes of
replicating the progress and creating more impactful systems for the most underserved
students (Poplin & Rivera, 2005).
Conclusion
The purpose of this study was to further the scholarship and research in the field
of education in order to positively enhance outcomes for historically underserved
students. This research and knowledge will help educational and other organizations to
understand the importance and desire that people have to be more culturally aware. This
study deals with the practical disconnect in the understanding of culture in our
developing and diversifying society. Organizations seeking to meet the needs of a more
diverse workforce and customer base can use this research as a tool for bettering their
commitment to diversity and inclusion. Education and other organizations can use this
model to better understand the readiness and interest of their stakeholders to be more
culturally aware. As the need to attend to a more diverse society grows, more
organizations will need to attend to the need to educate their workforce about the diverse
needs of stakeholders. Teacher preparation programs have emerged as an attention area
that needs to strategically focus on the enhancement of teacher cultural competence. The
research in the student and additional external research sources are reflective of an
opportunity to enhance the preparation curricular focus in the area of cultural
competence. Improved teacher cultural competence was positioned as the focal point of
the study and the results reflect that teachers have a strong desire to enhance their cultural
competence and have been inadequately prepared. Future studies focused on enhancing
109
preservice and in-service teachers’ cultural competence will add to the scholarship and
research.
110
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APPENDIX A: Study Participant Consent Forms
I am asking you to participate in a research study that focuses on Teacher Cultural

Competency. I will describe this study to you and answer any of your questions. This
study is being led by the School of Education and Health Sciences of the University of
Dayton. The Faculty Advisor for this study is Dr. Matthew Witenstein, Department of
Education at the University of Dayton.
What the study is about

The purpose of this phenomenological study is to explore teacher cultural competence in
order to reduce the disparate outcomes between African American/Hispanic students and
their Asian/Caucasian peers. One of the specific outcomes of this exploration is the
collaborative creation of a cultural competency professional development plan. Teachers
are viewed as the one of the greatest assets in achieving more equitable outcomes for
students. This creates the need to better understand the intersection of teacher lived
experience and cultural competence.
What we will ask you to do

I will ask you to participate in a one-hour long focus group once a month. During the
focus group you will be asked to respond to various questions that relate to cultural
competence and your responsibilities and role as a teacher.
Risks and discomforts

The risks of the study are minimal but you may experience discomfort as some of the
questions may reveal beliefs of biases that you may have be unaware of prior to
presentation. Below is a short description of the potential risks of participation.
● Emotional risks (e.g., feelings of sadness or anxiety)
Benefits
Teachers, students, and communities will directly benefit from the information obtained
in this study. This research will help to further the understanding and impact that teacher
cultural competency has on the educational environment. The indirect benefits include a
greater level of awareness and better understanding of how cultural competency impacts
you as a teacher and how you approach both your personal and professional life.
Future benefits include but are not limited to the ability for the study to be replicated and
enhanced in order to further the scholarship on teacher cultural competency. Society as a
whole will benefit from a heightened awareness of how our cultural presence intersects
with and impacts our careers.
Compensation for participation

You will be compensated with gift cards for your time each month.
Audio/Video Recording
The meetings will be recorded using an online platform and the purpose of these
recordings will be to aid in the data analysis process. Transcripts of the recordings will
129
be created and then coded in order to identify themes that emerge. The recordings will be
destroyed after the study is successfully defended.
Please sign below if you are willing to have this focus group interview video and audio
recorded. You may still participate in this study if you are not willing to have the
interview recorded.
I do not want to have this interview recorded.

I am willing to have this interview recorded:
Signed:
Date:
Privacy/Confidentiality/Data Security
Below is a description of how you privacy and/or confidentiality will be protected.
- De-identification of data
- Keep identifying information separate from research data ( e.g. signed consent
forms kept separate from the survey data and the two will not be connected)
- Physical security of data/research files
- Only I will have access to identifying information
- The recordings will be kept on my electronic account that is managed and protect
by the University.
Please note that email communication is neither private nor secure. Though I am taking
precautions to protect your privacy, you should be aware that information sent through e-
mail could be read by a third party.
Data may exist on backups and server logs beyond the timeframe of this research project.
Your confidentiality will be kept to the degree permitted by the technology being used.
We cannot guarantee against interception of data sent via the internet by third parties.
De-identified data from this study may be shared with the research community at large to
advance science and health. I will remove or code any personal information that could
identify you before files are shared with other researchers to ensure that, by current
scientific standards and known methods, no one will be able to identify you from the
information we share. Despite these measures, we cannot guarantee anonymity of your
personal data.
Taking part is voluntary

Your involvement as a participant is completely voluntary, you may refuse to participate
before the study begins, discontinue at any time, or skip any questions/procedures that
may make you feel uncomfortable with no penalty and no effect on the compensation
130
earned before withdrawing, or on your academic standing, record, or relationship with the
university or other organization or service that may be involved with the research.
Follow up studies
I may contact you again to request your participation in a follow up study. As always,
your participation will be voluntary and we will ask for your explicit consent to
participate in any of the follow up studies.
May we contact you again to request your participation in a follow up study? Yes/No
If you have questions please ask, you can reach me via cell phone at 240-751-7374
and also via email at scottj28@udayton.edu
The main researcher conducting this study is Jason Scott, a doctoral student at the
University of Dayton. Please ask any questions you have now. If you have questions
later, you may contact Jason Scott at scottj28@udayton.edu or at 240-751-7374. If you
have any questions or concerns regarding your rights as a subject in this study, you may
contact the Institutional Review Board (IRB) for Human Participants at 937-229-3515 or
email them at IRB@udayton.edu.
Statement of Consent
I have read the above information, and have received answers to any questions I asked. I
consent to take part in the study.
Your Signature Date
Your Name (printed)
Signature of person obtaining consent Date
Printed name of person obtaining consent
This consent form will be kept by the researcher for five years beyond the end of the
study.
131
APPENDIX B: Focus Group Protocol
Meetings
● Begin with researcher/facilitator providing introductory comments:
o Welcome and thank everyone for participating.
o Introduce yourself and the purpose of the focus group.
o Go over the proposed focus group schedule and remind participants of
upcoming meeting dates.
o Go over previously completed participant consent form.
● Ask participants to review, ask any questions about the consent form.
o Provide a copy of the consent form (unsigned) to each person.
▪ Some will want a copy, others will not, but always offer.
● Give a very brief overview of the project and goals for the focus group or
interview.
● Give participants information about the process, times, and breaks.
● Provide basic guidelines for the focus group or community meeting, review them
with participants, and consider posting them for everyone to see.
o If you feel uncomfortable during the meeting, you have the right to leave
or to pass on any question. There is no consequence for leaving. Being
here is voluntary.
o The meeting is not a counseling session or support group.
● Someone will be available after the meeting if you need support, and I will
provide information about local victim service resources.
132
● Keep personal stories “in the room”; do not share the identity of the attendees or
what anybody else said outside of the meeting.
● Everyone’s ideas will be respected. Do not comment on or make judgments about
what someone else says, and do not offer advice.
● One person talks at a time.
● It’s okay to take a break if needed.
● Everyone has the right to talk. The facilitator may ask someone who is talking a
lot to step back and give others a chance to talk and may ask a person who isn’t
talking if he or she has anything to share.
● Everybody has the right to pass on a question.
● There are no right or wrong answers.
o Does anybody have any questions?
● Let people know that the focus group will be recorded in order to transcribe the
manuscript and analyze it for themes
● An opening question can help break the ice and should be easy to answer.
o A first question can be as simple as “What is something you remember
about your favorite teacher?” The goal is to put the group at ease while
keeping the focus on getting the information you need.
● Notice for the last question will be given
o This cues participants to share relevant information that may not have
come up in answer to your key questions. For example, “Is there anything
else you want to share that we haven’t talked about yet?”
● Thank all for participating.
133
APPENDIX C: Focus Group Interview Questions
● In your view, what is cultural competence?
● How would you describe your level of cultural competence?
● How would you describe how your cultural competence impacts your profession
as a teacher?
● In what ways would you change your cultural competence in order to impact your
role as a teacher?
● What cultural competency qualities are important to you?
● What cultural competency qualities do you think are important to your students?
● How motivated are you in regards to better understanding your personal and
student cultural competency?
● How do you think others view cultural competence?
● How do you think White teachers view cultural competence?
● How do you think teachers of color view cultural competence?
● How do you think parents, students, etc. view cultural competence?
● If you left education right now, what is one piece of advice you would give
educators about cultural competency?
● How has cultural competency inspired you to do and accomplish more in your
role as a teacher?
● What is one thing that you take away from what you know now versus what you
didn’t know in the past when it comes to cultural competence and education?
134
APPENDIX D: Cultural Competence Checklist
135
136
137
138
APPENDIX E: Funds of Knowledge Handouts
139
140

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THE LIVED EXPERIENCE OF TEACHER CULTURAL COMPETENCE

The School of Education and Health Sciences of the

In Partial Fulfillment of the Requirements for

Jason Wesley Scott

Name: Scott, Jason

Matthew A Witenstein, Ph.D.

Novea McIntosh, Ed.D

Rachel E. Sullivan, PhD

THE LIVED EXPERIENCE OF TEACHER CULTURAL COMPETENCE

Name: Scott, Jason Wesley

Advisor: Dr. Matthew A. Witenstein

school environment. Focus groups and a phenomenological approach were utilized to

training through system wide initiatives to promote development of cultural competence

provided the tools necessary to pursue those dreams. Thank you.

because without you, I would not be where I am today.

I would additionally like to thank a special friend. You believed in me when I

order to promote the best in others.

I am incredibly grateful to my advisor Dr. Matthew Witenstein for providing his

of your willingness to support me on the amazing journey.

EXECUTIVE SUMMARY ................................................................................................ 2

Table 1: Number of public-school students enrolled in gifted and talented program by

sex, race/ethnicity, and state ............................................................................................. 12

Table 2: Luxmanor Elementary School Characteristics 1 ................................................ 43

Table 3: Luxmanor Elementary School Characteristics 2 ................................................ 44

Table 4: Results on Meaning ............................................................................................ 56

Table 5: Results on Responsibility ................................................................................... 60

Table 6: Results on Response to Mandate ........................................................................ 61

Table 7: Results Related to Impact ................................................................................... 64

Table 8: Results Related to Key Qualities ........................................................................ 67

Table 9: Results Related to Impact in Relationships and Behavior Modification ............ 69

Table 10: Results Related to Role Enhancement .............................................................. 70

Table 11: Results Related to Teaching Journey ................................................................ 73

Table 12: Results Related to Student Competency ........................................................... 76

Table 13: Results Related to Barriers and Opportunities.................................................. 79

Table 14: Results Related to Motivation .......................................................................... 81

Table 15: Results Related to Professional Development .................................................. 83

Table 16: Action Plan Visualization ................................................................................ 91

Table 17: Stakeholder Matrix ........................................................................................ 103

AERA American Educational Research Association

ESOL English to Speakers of Other Languages

FARMS Free and Reduced Meals

FoK Funds of Knowledge

IEP Individualized Educational Plan

MCPS Montgomery County Public Schools

MSDE Maryland State Department of Education

NEA National Education Association

SPED Special Education

DOE US Department of Education

Statement of the Problem

In the field of education, it is difficult to have a conversation without having to

reference the disproportionate outcomes of African American and Hispanic students

collaborative creation of a cultural competency professional development plan. Teachers

experience and cultural competence.

Problem of Practice/Justification of the Problem

comes to managing and instructing students. Goplan (2019) found a statistically

accelerated learning opportunities and programs (Maker, 1996). Educators and

underserved students. The lack of cultural competency among a large contingent of

accepted into accelerated and advanced learning environments (Coggins, 2008).

students’ education was a contributing factor in the level of underrepresentation of

disparity that exists in the state of Maryland when it comes to race.

While teacher cultural competency is often a topic of conversations in the field of

invested actionable practice. A direct outcome of this study is a greater understanding of

development plan to enhance teacher cultural competency. In its mission, Montgomery