03/28/2023
By Cassandra McCallum

The School of Education invites you to attend a doctoral dissertation defense by Lisa Beckett Lee Sang on “Fifth-Grade Science Teachers' Beliefs and Practices of Culturally Responsive Care For Students in Four Diverse Schools."

Date: April 4, 2023
Time: 3 p.m.
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:

  • Hilary Lustick, Ph.D., Assistant Professor, School of Education, University of Massachusetts Lowell
  • Cathy McCulley, Ed.D., Scholar in Practice, School of Education, University of Massachusetts Lowell, Associate Faculty, School of Education, Notre Dame of Maryland University

Abstract:

For decades, stark disparities in academic achievement have existed between racially, ethnically, and linguistically diverse students and White students. These discrepancies have resulted in significantly less marginalized students enrolling in higher level science courses and, subsequently, pursuing careers in science fields. While students of color have been integrated into the mainstream American educational system, little has been done to prepare teachers or modify the curricula to adequately serve students of diverse backgrounds. According to Gay (2018), teachers must “provide spaces and relationships where ethnically diverse students feel recognized, respected, valued, seen and heard” in order to ensure the most successful educational outcomes (p. 62).

This research investigation examined fifth-grade science teachers’ beliefs and practices of culturally responsive care for their students in four diverse schools. It also determined if the teachers’ beliefs aligned with their classroom practices. This study was set in a large, culturally diverse school district in a Mid-Atlantic state. While a majority of teachers in this district were from diverse cultural backgrounds, standardized testing data still followed the national trend of achievement gaps in science. The theoretical perspectives that framed this study included: culturally responsive teaching/instruction, care theory, and culturally responsive care. Qualitative data were collected during this exploratory case study. Drawing from teacher interviews, teacher observations, teacher lesson artifacts, and researcher introspection, the study showed that teachers only possess a rudimentary understanding for culturally responsive instruction as well as care theory, and thus the concept of culturally responsive care. Teachers’ beliefs are highly influenced by their racial or ethnic backgrounds, experiences, and exposure to other cultures.