INTERCULTURAL COMMUNICATION AND CULTURALLY SUSTAINING PEDAGOGY IN THE CLASSROOM: AN INTERDISCIPLINARY APPROACH TO PRE-SERVICE TEACHER EDUCATION

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Allen, J. (2019). INTERCULTURAL COMMUNICATION AND CULTURALLY SUSTAINING PEDAGOGY IN THE CLASSROOM: AN INTERDISCIPLINARY APPROACH TO PRE-SERVICE TEACHER EDUCATION. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

This dissertation study explores the experiences of undergraduate students in a pilot pre-service teacher education course that addresses communication and culture in the classroom. This study is driven by three research questions: 1) do PSTs’ perceptions regarding their competence in IC techniques and CSP practice change as a result of participation in the course, 2) what are PSTs’ dispositions toward their own use of IC techniques as CSP practice, expressed through personal and clinical reflection, as a result of participation in the course, and 3) how do PSTs use IC techniques as CSP practice when conducting clinical hours in an educational institution that has been identified as culturally proficient?Analysis of data indicated there was no statistically significant change in participant perceptions of their own competence regarding IC (Z = -1.89, p = .059), or CSP (Z = -1.31, p = .19) as a result of participating in the study course. However, in both variables, the mean scores associated with each variable did increase slightly, suggesting perhaps a practical significance, if not a statistical one. A test for effect size indicated that participation in the study course had a large, positive effect on participant perceptions regarding IC (d = 0.80), and a moderate, positive effect on perceptions regarding CSP (d = 0.50). A thematic analysis was conducted on participant responses to certain course assignments (study artifacts) (Clark & Braun, 2006). The researcher examined participant responses to identify themes that aligned with contemporary and established theories regarding cultural and human capital, IC techniques, and CSP practices. Three major themes emerged from the data: Increased Self-Efficacy as a Culturally Proficient Educator, Increased Awareness of the Role Culture and Communication Play in the Classroom, and Development of Applicable Skills for Future Careers.Similarly, a thematic analysis was conducted on researcher field notes developed during classroom observations. The researcher attempted to record if, when, and how participants utilized IC techniques as CSP practice in a clinical setting. Three main themes emerged from the analysis of this data: Low-Context (Non-verbal) Communication Techniques, Communication Techniques that Sustain Cultural/Ontological Sense of Self, and Exclusionary Communication Practices.

Details
Author

Allen, Joseph

Title

INTERCULTURAL COMMUNICATION AND CULTURALLY SUSTAINING PEDAGOGY IN THE CLASSROOM: AN INTERDISCIPLINARY APPROACH TO PRE-SERVICE TEACHER EDUCATION

Physical Description

1 online resource (208 pages) : PDF

Date

2019

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

This dissertation study explores the experiences of undergraduate students in a pilot pre-service teacher education course that addresses communication and culture in the classroom. This study is driven by three research questions: 1) do PSTs’ perceptions regarding their competence in IC techniques and CSP practice change as a result of participation in the course, 2) what are PSTs’ dispositions toward their own use of IC techniques as CSP practice, expressed through personal and clinical reflection, as a result of participation in the course, and 3) how do PSTs use IC techniques as CSP practice when conducting clinical hours in an educational institution that has been identified as culturally proficient?Analysis of data indicated there was no statistically significant change in participant perceptions of their own competence regarding IC (Z = -1.89, p = .059), or CSP (Z = -1.31, p = .19) as a result of participating in the study course. However, in both variables, the mean scores associated with each variable did increase slightly, suggesting perhaps a practical significance, if not a statistical one. A test for effect size indicated that participation in the study course had a large, positive effect on participant perceptions regarding IC (d = 0.80), and a moderate, positive effect on perceptions regarding CSP (d = 0.50). A thematic analysis was conducted on participant responses to certain course assignments (study artifacts) (Clark & Braun, 2006). The researcher examined participant responses to identify themes that aligned with contemporary and established theories regarding cultural and human capital, IC techniques, and CSP practices. Three major themes emerged from the data: Increased Self-Efficacy as a Culturally Proficient Educator, Increased Awareness of the Role Culture and Communication Play in the Classroom, and Development of Applicable Skills for Future Careers.Similarly, a thematic analysis was conducted on researcher field notes developed during classroom observations. The researcher attempted to record if, when, and how participants utilized IC techniques as CSP practice in a clinical setting. Three main themes emerged from the analysis of this data: Low-Context (Non-verbal) Communication Techniques, Communication Techniques that Sustain Cultural/Ontological Sense of Self, and Exclusionary Communication Practices.

Genre

doctoral dissertations

Subjects--Topics

Education

Degree

Ph.D.

Keywords

Culturally Responsive Teaching
Culturally Sustaining Pedagogy
Intercultural Communication
Pre-Service Teachers
Teacher Candidates

Subject Area

Curriculum & Instruction

Advisor(s)

Starker-Glass, Tehia

Committee Members

Butler, Bettie Ray
Dika, Sandra
Black, Jason

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2019.

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Rights Holder Information

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Identifier

Allen_uncc_0694D_12008

Permalink

http://hdl.handle.net/20.500.13093/etd:2196