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Author ORCID Identifier

https://orcid.org/0009-0004-9091-5307

AccessType

Open Access Dissertation

Document Type

dissertation

Degree Name

Doctor of Philosophy (PhD)

Degree Program

Psychology

Year Degree Awarded

2023

Month Degree Awarded

May

First Advisor

Sara Whitcomb

Second Advisor

Sarah Fefer

Third Advisor

Ezekiel Kimball

Subject Categories

Education

Abstract

CULTURAL HUMILITY IN EDUCATION: A QUALITATIVE CASE STUDY OF TEACHER PRACTICE AND DEVELOPMENT OF CONCRETE SKILLS IN THE UPWARD BOUND PROGRAM

Even though it has been several decades since the Supreme Court, in Brown v. Board of Education, ruled against racial segregation in schools (Yell, 2019), students of diverse racial and ethnic backgrounds continue to experience systemic barriers that adversely impact student outcomes across their academic, behavioral, and postsecondary attainment (Musu-Gillette et al., 2016). Using a qualitative methodology case study approach, this study examined teaching practices within the Upward Bound (UB) Program using a case study approach across three cases through semi-structured interviews involving 10 UB staff. With the ecological systems theory framework as guiding principles, I answered the following research questions:

1. What teaching practices promote student engagement within the Upward Bound program and its diverse student body?

2. What challenges do teaching staff encounter in implementing these practices in the Upward Bound program?

3. What challenges do tutor mentors and clinicians encounter in implementing cultural humility practices in the Upward Bound program?

4. How do tutor mentors and clinicians understand the relationship between cultural humility teaching practices and student engagement?

5. How do the tutor mentors and clinicians perceive the cultural humility training to be socially valid?

6. How does the program director perceive the cultural humility training to be socially valid?

Three major themes with subthemes emerged from the data: (a) Adapting Instruction to Student’s Lives, (b) Virtual Engagement Barriers, and (c) Usefulness of the Cultural Humility Training.

For students of racially and ethnically diverse backgrounds, culturally responsive teaching practices make a tremendous difference in their educational outcomes, particularly in allowing for a relatable and relevant learning experience. Teaching practices that promote identity development and critical pedagogy played a major role in positively influencing student engagement. This research study was conducted during the pandemic when Upward Bound students accessed and engaged virtually. Participants of this study expressed virtual engagement barriers such as the limited ability to initially connect with students, virtual fatigue, and the difficulty for students in balancing their multifaceted lives with remote learning. Infusing Cultural Humility in teaching practices made a difference in students’ learning experiences and overall engagement. Participants attested to improving student engagement, as evidenced by their excitement about learning, internal motivation, and value in participating in the Upward Bound program. The current study's implications for research and practice are discussed.

Key terms: cultural humility, cultural responsiveness teaching practices, social justice, student engagement, and ecological system theory.

DOI

https://doi.org/10.7275/36029343

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