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dc.contributor.advisorMitchell, Robert
dc.contributor.advisorMendez, Sylvia
dc.contributor.authorSandler, Holly Ann
dc.contributor.committeememberBingham, Andrea
dc.contributor.committeememberWitkowsky, Patricia
dc.contributor.committeememberGrant, Leslie
dc.date.accessioned2020-08-03T10:00:36Z
dc.date.available2020-08-03T10:00:36Z
dc.date.submitted2020-08
dc.descriptionIncludes bibliographical references.
dc.description.abstractABSTRACT As we enter the year 2020 the plurality of races and ethnicities within the United States is reflected in the students attending our nation’s public schools. For the first time in American history the majority of students attending the nation’s public schools are students of color. The multiplicity of races and ethnicities of the nation’s students, however, is not mirrored in the demographics of public-school teachers who remain 77% White and 80% female. Researchers have found the absence of parity in student-teacher demographic problematic since a large number of White adults, teachers among them, are reported to accept negative racial stereotypes as truth. Teachers possessing negative dispositions toward students of color, and students from lower socioeconomic backgrounds, often view these students as problematic and deficient resulting in diminished expectations. Teachers continued adherence to the colorblindness approach impedes their ability to perform as culturally responsive educators thus contributing to the continuance of the historic achievement gap and behavior referrals existing between Black and Hispanic students and their White peers. While educator preparation programs have implemented curricula aimed at mitigating these negative dispositions little research measuring the success of such efforts after a graduate enters the classroom exists. In this research, portraiture, a genre of inquiry, is embedded into a qualitative cross-case study to iv capture the richness and complexity of the lived human experience of elementary educators as they navigate their first-year as teachers of diverse learners. Individual portraits in conjunction with a cross-case analysis reveal the themes across participants. The themes of parental influence in early childhood and peer influence during adolescence were found to impact formation and subsequent transformation of participant’ dispositions while the impact of University coursework on CRE development, opportunities to engage in transformational experiences during educator preparation programs, and district administrative focus on diversity were notably absent. The information gleaned from this study informs practices of educator preparation programs and furnishes school administrators with needed information on first-year teacher’ dispositions of diverse learners and their negative perceptions of performance as culturally responsive educators.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierSandler_uccs_0892D_10567.pdf
dc.identifier.urihttps://hdl.handle.net/10976/167617
dc.languageEnglish
dc.publisherUniversity of Colorado Colorado Springs. Kraemer Family Library
dc.relation.ispartofDissertations
dc.rightsCopyright of the original work is retained by the author.
dc.subjectDiversity
dc.subjectPortraiture
dc.subjectTransformation
dc.subjectInduction
dc.subjectDispositions
dc.subjectTeacher Education
dc.titleExploring the Evolution of First-year Educators’ Dispositions Towards Diverse Students and Perceptions of Performance as Culturally Responsive Educators: A Portraiture Case Study
dc.typeText
dcterms.cdm.subcollectionLeadership, Research and Foundations
thesis.degree.disciplineCollege of Education-Leadership, Research and Foundations
thesis.degree.grantorUniversity of Colorado Colorado Springs
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)


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