McNair Research Journal - University of St. Thomas

Professions
larger communities, students should be active community members;
learnercentered curriculum is the key to literacy development; and
promoting ownership of literacy for diverse students is an essential
societal goal. These five themes encompass important areas of focus, as
(Hammerness, 2003) puts it. Moreover, I noted two distinct and
contradictory views expressed by educators. Classroom management and
parental involvement were considered pivotal; (Hammerness, 2003)
describes this as blind spots. President elect Obama noticed the same
problems when he launched his community projects in the South side of
Chicago to alleviate poverty. He promised to modernize the school system
nationally and make it more efficient and effective, and to prepare our
children for 21st century challenges in an increasing globalized world.
Charts
Appendix I
Appendix II
Appendix III
How Teachers are Sensitive to a
Culturally Responsive Curriculum
Major Difficulties Teachers Experience
in the Classroom
Visions Teachers Have for Future Students
Solutions and Resources Needed to Effect Change
Appendix IV
Ransom Fobanjong
Culturally Responsive Teaching
Chart Discussions
To further demonstrate the validity of my research, I designed charts and
graphs to show the results of my surveys between all five high schools. I
received 30 surveys back in total. Even though my return rate was low, the
responses were qualitative enough to reflect the statistics in the following
charts, Appendixes I-IV.
Appendix I. This chart reflects the first question of the survey. Do you
teach a culturally responsive curriculum? Over 90% of the responding
teachers said yes, by means of responding to students cultural needs, the
curriculum accommodates diverse students, and they are proactive in their
lesson planning.
Appendix II. Addressed the question: What major difficulties do teachers
experience in the classroom? Based on research, I was able to narrow the
responses to four options: (1) knowledge; (2) dispositions; (3) performances;
(4) other. 45% of the teachers agreed that knowledge transcendence
posed a major difficulty in diverse classrooms. The remaining responses
trailed by performances, dispositions, and other comments respectively.
Appendix III. Shows the visions teachers have for their students. 99% of
all responses show the teachers must be the orchestrator to achieve their
vision to prepare culturally diverse students for their futures. Only 1% felt
the curriculum needed to change in order to improve the classroom environment.
This is true because changing school curriculums is very difficult,
and is riddled with budget constraints, and school board approvals.
Therefore, the statistics are proof that it is up to our teachers and parents
to be proactive and encourage culturally responsive teaching and learning.
Appendix IV. Seeks to answer the following research question: What possible
solutions and resources are needed to effect change? I got a total of
six surveys back per high school; the chart reflects the results of each
school, and what resources and or solutions are needed to incorporate the
change they needed. The overwhelming response was technology would
be used as a major resource. Teachers would use the internet to access
websites and chat rooms with other teachers to gain ideas to implement
culture into their teaching standards and practices. Additionally, other
responses suggested increasing the amount and quality of culturally
diverse books into the classrooms and libraries. Some teachers stated they
needed to practice more patience with their students, and others requested
workshops to prepare them for courageous discussions on race.
Conclusion
Many schools of thought developed theories, concepts, ideas and suggestions
to resolve problems faced by these teachers; little has been achieved
so far. Much work and research needs to be done to address the crises. It is
a teacher’s responsibility and the responsibility of all citizens to live up to
the challenges of the 21st century. The culture and society of the United
States are dynamic in essence that it continuously metamorphosizes.
Unless teachers live up to the challenges of diverse students, it will be
difficult if not impossible to teach them with accountability. The
16 University of St. Thomas McNair Research Journal