03/11/2025
By Zakkiyya Witherspoon
Candidate: Francesco Antonino Merenda
Degree: Doctoral- Leadership in Schooling
Defense Date: Tuesday, March 25, 2025
Time: 4 p.m.
Location: Remote Zoom link
Thesis/Dissertation Title: "How short-term PLC impacts the enhancement of cultural competence levels of ninth-grade teachers towards effective implementation of pedagogical reading and writing strategies for Latino students to increase school connectedness”
Dissertation Committee
Dissertation Chair: Michelle Scribner, Ed.D., Professor, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: William Goldsworthy, Ed.D., Adjunct Faculty, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Eleanor Abrams, Ph.D., Professor, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: A.J. Angulo, Ed.D., Professor, School of Education, University of Massachusetts Lowell
Abstract
This study addresses a problem of practice at Highland High School (pseudonym), a large urban high school in the Midwest of the United States. A school connectedness survey and a needs assessment showed that Latino students were struggling with school connectedness at HHS. The primary factors driving this problem included teachers’ lack of cultural competence and their deficit mindset, and students’ lack of engagement and motivation. To ameliorate this problem, a team of ninth grade teachers at HHS participated in an eight-week series of professional learning community (PLC) meetings focused on pedagogical reading and writing strategies to incorporate in their classroom to improve school connectedness for Latino students. A mixed-methods design was used to determine the impact of the intervention on teachers’ levels of cultural competence. Quantitative results show that professional development using PLCs focused on cultural pedagogies showed an increase in frequency and consistency to implement cultural competency teaching practices effectively. Five main themes developed through an analysis of qualitative data: Ninth grade teachers would like more frequent support in comprehending the distinct cultural subtleties and experiences that Latino/a students contribute to the classroom; through the use of PLCs, ninth grade teachers reflected on their evolving cultural competence, noting their development of structured strategies to enhance cultural connections, participation, and confidence among Latino/a students; through participation in PLCs focused on culturally responsive pedagogy, ninth grade teachers demonstrated enhanced awareness and sensitivity to the cultural backgrounds and experiences of Latino students, leading to improved implementation of culturally relevant reading and writing strategies in their instructional decisions; in PLCs focused on culturally responsive pedagogy, ninth grade teachers reported an enhanced ability to engage Latino students through the effective implementation of culturally relevant reading and writing strategies, leading to perceived higher levels of Latino student engagement; participation in PLCs focused on culturally responsive pedagogy improved ninth grade teachers’ confidence and willingness to experiment with innovative, culturally relevant reading and writing strategies for Latino students.