Teacher Perceptions of Minority Students' Academic Potential and Technology-mediated Cultural Responsiveness

dc.contributor.advisorYuen, Timothy T.
dc.contributor.advisorHorowitz, Rosalind
dc.contributor.authorDuff, Nicole Nikeeta
dc.contributor.committeeMemberHuang, Becky H.
dc.contributor.committeeMemberEk, Lucila D.
dc.date.accessioned2024-02-09T20:48:31Z
dc.date.available2020-12-16
dc.date.available2024-02-09T20:48:31Z
dc.date.issued2019
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractA common theme that continues to emerge in contemporary discourse regarding the disparities in achievement between students of color and their non-minority counterparts is the attribution of lower achievement scores to demographic characteristics of students of color. This mixed methods study seeks to re-examine the conversation surrounding a factor that is external to students to determine whether it may affect their academic abilities and motivations to learn – teacher perceptions of minority students' academic potential. Instead of focusing solely on the issue, this study also aims to provide teachers evidence-based approaches to foster success among these students using aspects of students' social worlds; technology coupled with their culture, in a single study. This study measured 99 pre and in-service teachers' perceptions of the academic abilities of minority students and of the use of technology-mediated cultural responsiveness to aid in their achievement through a survey containing mostly items from pre-published instruments. Results showed that the vast majority of participants reported positive beliefs about the constructs measured with mainly negligible differences noticed between the sub-groups. However, findings also revealed that some participants hold assimilationist ideologies that can further disadvantage minority students, and others either lack access to technologies or are not encouraging their students to utilize them in their classrooms. It is imperative that teacher education programs equip cohorts with knowledge about fostering equity in the classroom and practical ways of using technology to help produce good digital citizens and to incorporate aspects of students' culture into their learning experiences.
dc.description.departmentInterdisciplinary Learning and Teaching
dc.format.extent197 pages
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/20.500.12588/3272
dc.languageen
dc.subjectCulturally Responsive Pedagogy
dc.subjectCulturally Sustaining Pedagogies
dc.subjectequity
dc.subjectinstructional technologies
dc.subjectteacher perceptions
dc.subject.classificationTeacher education
dc.subject.classificationEducational technology
dc.subject.classificationPedagogy
dc.titleTeacher Perceptions of Minority Students' Academic Potential and Technology-mediated Cultural Responsiveness
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentInterdisciplinary Learning and Teaching
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts

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