Investigating novice White teachers in African American classrooms: A phenomenological investigation of cultural responsiveness

摘要: INVESTIGATING NOVICE WHITE TEACHERS IN AFRICAN AMERICAN CLASSROOMS: A PHENOMENOLOGICAL INVESTIGATION OF CULTURAL RESPONSIVENESS by Debra J. Barrineau This study deconstructed the degree to which novice White teachers in an elementary school a rural middle Georgia district were aware of and prepared for challenges inherent teaching predominantly African American classroom. Four novice, participated study. The student population was 72% American, nearly 10% White, more than 17% Hispanic. Using phenomenological approach, data collected using open-ended questionnaire order determine teachers’ perceived academic non-academic needs their students explore how awareness influenced educational experiences provided classrooms. Classroom observations utilized related manner they demonstrated responsiveness students’ needs, through activities provided. only limited ability understand students, due mainly lack understanding cultural dynamics residing this community. Through build necessary bridges within community, failed establish trusting relationship with parents, would have helped mitigate disconnect between environment homes. In addition, efforts support multicultural merely superficial. Some focused on rich heritage community learners that foster greater levels success. findings will benefit those interested suggesting need teacher preparation programs increase experiential focus cross-cultural teaching. It also districts ongoing professional development induction who are cross-culturally.