01/23/2024
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Melissa LaBeaume on “Funds of Knowledge: Leveraging Student Voice to Cultivate Cultural Awareness Among White Suburban Educators."

Candidate: Melissa LaBeaume
Degree: Doctoral- Leadership in Schooling
Defense Date: Wednesday, Feb. 7, 2024
Time: 10 a.m.
Location: Via Zoom 
Thesis/Dissertation Title: “Funds of Knowledge: Leveraging Student Voice to Cultivate Cultural Awareness Among White Suburban Educators."

Dissertation Committee

  • James Nehring, Ed.D, Professor, School of Education, University of Massachusetts Lowell
  • Phitsamay Uy, Ed.D, Associate Professor, School of Education, University of Massachusetts Lowell
  • Christina Whittlesey, Ph.D, Adjunct Professor, School of Education, University of Massachusetts Lowell

Abstract: This study explores the impact of student artifacts on the multicultural attitudes of White suburban high school teachers A mixed methods approach was utilized to better understand how the amplification of historically marginalized student voices affects participants' cultural awareness and empathy by capturing their personal thoughts and reactions. The hypothesis was that exposure to the daily experiences of students of color through student-created artifacts would result in increased cultural awareness and improved multicultural attitudes for participants. Prior research indicates that teacher cultural competency and authentic teacher-student relationships serve as integral factors in combating barriers to equitable opportunities for student achievement. However, relevant professional development opportunities often fall short in these areas (Bubb & Earley, 2008; Ladson-Billings, 2006; Paris, 2012). The significance of this study is that it can support school and district initiatives to redesign professional development (PD) opportunities for their staff, particularly those pertaining to issues of diversity, equity, and inclusion (DEI). It also emphasizes the importance of collaborating with students to utilize their ‘funds of knowledge’ to develop the personal connections between teachers and PD content necessary for meaningful and lasting growth (Timperley et al., 2007; Treacy & Leavy, 2023). 

Analysis of survey results, meeting transcripts, and post-interview reflections identified the following key findings: 1) there was a positive shift in teachers’ recognition of opportunity gaps between White students and students of color (SOCs) as a result of engaging in action research related to equity in education, 2) the experience of viewing the school community through the lens of SOCs provided participants with a deeper understanding of the extent that stereotyping and microaggressions existed within the school, 3) there was an increase in teachers’ concern for and empathy toward students of color after working with the student-created artifacts, and 4) There was a positive shift in teachers’ attitudes toward multiculturalism and culturally responsive practices after exposure to the student artifacts. Ultimately, the student artifacts critically impacted the participants, suggesting a promising approach to rethinking DEI professional development opportunities for teachers.