Date of Award

7-8-2008

Degree Type

Thesis

Degree Name

Master of Science (MS)

Department

Educational Psychology and Special Education

First Advisor

Miles Anthony Irving - Chair

Second Advisor

Jonathan Gayles

Third Advisor

Ann Kruger

Abstract

Recognizing African American students still perform academically at lower levels than their White counterparts, they maintain lower grades in school, and perform lower on standardized tests; educators and policy makers continue attempts at addressing these disparities. One remedy is implementing culturally specific material into curriculum to be reflective of the cultural diversity of students in the classroom. Although research indicates the use of material related to the student’s cultural origin can create a learning environment conducive to greater academic achievement particularly with minority children, few studies investigate the inclusion of culturally specific material in the classroom in relation to its effect on teachers. This study investigates the relationship between teacher’s view of culture’s role in the educational process and teacher efficacy and how this may be related to academic achievement. ANOVA’s and Correlation statistics were used to analyze the data. Results show statistically significant academic achievement differences but no significant differences in teacher attitudes towards multiculturalism and the teacher self efficacy variable.

DOI

https://doi.org/10.57709/1059078

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