03/31/2022
By Lizzie Casanave

The School of Education invites you to attend an Ed.D. Dissertation Defense by William John Baga on “PLC To CRT: How a Professional Learning Community Influences Middle School Mathematics Teachers’ Culturally Responsive Teaching Efficacy.”

Date: April 13, 2022
Time: Noon
Location: This will be a virtual dissertation defense via Zoom. Those interested in attending should contact Iman_Chahine@uml.edu to request access to the Zoom link.

Dissertation Chair: Iman Chahine Ph.D., Associate Professor, School of Education, University of Massachusetts Lowell

Dissertation Committee:

  • Katherine Miller, Ph.D., Assistant Teaching Professor, School of Education, University of Massachusetts Lowell
  • Kori Maxwell, Ph.D., Director of Assessment Loma Foundation

Abstract:
The COVID-19 pandemic and the murder of George Floyd are recent, powerful reminders of institutional inequities in the United States. Culture consciousness in U.S. classrooms, though not a new concept, remains one that is hotly contested as frameworks like critical race theory and cultural sustaining pedagogies are debated, compared, and contrasted. Of little debate, is the notion that educators must continue to improve their capacity to construct culturally aware learning environments that empower children from historically oppressed groups. This is particularly important in mathematics classrooms as careers in science, technology, engineering, and mathematics (STEM) are increasingly in demand and routinely among the highest paying. Disparities in STEM education will exacerbate existing disparities in society (ACT, Inc., 2017). This study measured the effectiveness of a professional learning community (PLC) model in impacting teaching efficacy related to culturally responsive practices in middle school mathematics classrooms. The study also evaluated the factors of culturally responsive pedagogy that are most impacted through participation in the learning community. Data collection strategies included teaching efficacy surveys, observation protocols, and interview protocols Findings suggest a positive association between teacher participation in a math-based PLC and CRT efficacy and indicate that bringing real-world issues into the classroom was the CRT factor most influenced by the PLC.