Educator Beliefs and Cultural Knowledge: Implications for School Improvement Efforts

Educational Administration Quarterly

Volumn 50, Issue 1, 2014, Pages 67-95

  Nelson, Sarah W ^a   Guerra, Patricia L ^a  

^a TEXAS STATE UNIVERSITY   (United States)

Author keywords

cultural competence; deficit thinking; educator beliefs; leadership preparation; school improvement

Indexed keywords

EID: 84894565723     PISSN: 0013161X     EISSN: 15523519     Source Type: Journal    
DOI: 10.1177/0013161X13488595     Document Type: Article

References (71)

1. Bandura A.Self-efficacy mechanism human agency.American Psychologist. 1982;37 (2): 122-147.
2. Bandura A.Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall; 1986:.
3. Becker H. S.Sociological work: Method and substance. Becker H., ed. New Brunswick, NJ: Transaction Books; 1970:39-62.
4. Berman P.,Chambliss D.Readiness of low-performing schools for comprehensive reform. Emeryville, CA: RPP International; 2000:.
5. Bodur Y.Impact of course and fieldwork on multicultural beliefs and attitudes.Educational Forum. 2012;76 (1): 41-56.
6. Borman G.,Hewes G.,Overman L.,Brown S.Comprehensive school reform and achievement: A meta-analysis.Review of Educational Research. 2003;73 (2): 125-230.
7. Brown A. L."Same old stories": The black male in social science and educational literature, 1930s to the present.Teachers College Record. 2011;113 (9): 2047-2079.
8. Bruner J.The culture of education. Cambridge, MA: Harvard University Press; 1996:.
9. Castagno A. E."I don't want to hear that!": Legitimating whiteness through silence in schools.Anthropology & Education Quarterly. 2008;39 (3): 314-333.
10. Charmaz K.Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage; 2006:.
11. Comprehensive School Reform Quality Center. (2006a). CSRQ center report on elementary school comprehensive school reform models. Washington, DC: American Institutes for Research, Comprehensive School Reform Quality Center. Retrieved from http://www.csrq.org/CSRQreportselementaryschoolreport.asp.
12. Comprehensive School Reform Quality Center. (2006b). CSRQ center report on middle and high school comprehensive school reform models. Washington, DC: American Institutes for Research, Comprehensive School Reform Quality Center. Retrieved from http://www.csrq.org/MSHSreport.asp.
13. Cuban L.The never-ending quest.Education Week. 2007;26 (29): 28-29.
14. CubanL. (2008). School reform in Austin, Texas 1954-2008. Retrieved from http://www.austinisd.org/inside/superintendent/school_reform.phtml.
15. Cushner K.Human diversity in action: Developing multicultural competencies for the classroom. 2006). Human diversity in action: Developing multicultural competencies for the classroom (3rd ed.). Boston: McGraw-Hill.Boston: McGraw-Hill; 2006:.
16. Daniel-White K.Reassessing parent involvement: Involving language minority parents in school work at home. 2002;18 (1): 29-49.
17. Delgado-Gaitan C.Building culturally responsive classrooms: A guide for K-6 teachers. Thousand Oaks, CA: Corwin Press; 2006:.
18. Diamond J. B.African American parents' educational orientations: The importance of social class and parents' perceptions of schools.Education and Urban Society. 2004;36 (4): 383-427.
19. Flessa J.Urban school principals, deficit frameworks, and implications for leadership.Journal of School Leadership. 2009;19 (3): 334-373.
20. García S. B.,Dominguez L.Cultural contexts which influence learning and academic performance.Child and Adolescent Psychiatric Clinics of North America. 1997;6 (3): 621-655.
21. García S. B.,Guerra P. L.Deconstructing deficit thinking: Working with educators to create more equitable learning environments.Education and Urban Society. 2004;36 (2): 150-168.
22. GlaserB. G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12(4), 436-445. Retrieved from http://www.jstor.org/stable/798843.
23. Gollnick D. M.,Chinn P. C.Multicultural education in a pluralistic society. 2008). Multicultural education in a pluralistic society (8th ed.). Upper Saddle River, NJ: Prentice Hall.Upper Saddle River, NJ: Prentice Hall; 2008:.
24. Funds of knowledge: Theorizing practices in households, communities and classrooms. González N.Moll L.Amanti C., ed. Mahwah, NJ: Lawrence Erlbaum; 2005:.
25. Good T. L.,McCaslin M.What we learned about research on school reform: Considerations for practice and policy.Teachers College Record. 2008;110 (11): 2475-2495.
26. Guerra P. L.,Nelson S. W.Changing professional practice requires changing beliefs.Phi Delta Kappan. 2009;90 (5): 354-359.
27. Guerra P. L.,Nelson S. W.Effective diversity facilitation matches teachers' cultural knowledge with the learning experience.Journal of Staff Development. 2011;32 (4): 73-74.
28. Hall E. T.Beyond culture. New York: Anchor Books; 1977:.
29. Henze R.,Arriaza G.Language and reforming schools: A case for a critical approach to language in educational leadership.International Journal of Leadership In Education. 2006;9 (2): 157-177.
30. Hofstede G.Cultures and organizations: Software of the mind. New York: McGraw-Hill; 1997:.
31. Hollins E.Culture in school learning: Revealing the deep meaning. 2008). Culture in school learning: Revealing the deep meaning (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.Hillsdale, NJ: Lawrence Erlbaum; 2008:.
32. HughesS. (n.d.). How can we prepare teachers to work with culturally diverse students and their families? Retrieved from http://www.hfrp.org/family-involvement/fine-family-involvement-network-of-educators/member-insights/how-can-we-prepare-teachers-to-work-with-culturally-diverse-students-and-their-families-what-skills-should-educators-develop-to-do-this-successfully.
33. Kidd J. K.,Sánchez S. Y.,Thorp E. K.Defining moments: Developing culturally responsive dispositions and teaching practices in early childhood preservice teachers.Teaching & Teacher Education. 2008;24 (2): 316-329.
34. Love A.,Kruger A. C.Teacher beliefs and student achievement in urban schools serving African American students.The Journal of Educational Research. 2005;99 (2): 87-99.
35. Marques J.,McCall C.The application of interrater reliability as a solidification instrument in a phenomenological study.The Qualitative Report. 2005;10 (3): 439-462.
36. Marx S.Revealing the invisible: Confronting passive racism in teacher education. New York: Routledge; 2006:.
37. Maxwell J. A.Understanding and validity in qualitative research.Harvard Educational Review. 1992;62:279-300.
38. Maxwell J. A.Using numbers in qualitative research.Qualitative Inquiry. 2010;16 (6): 475-482.
39. McIntyre E.,Hulan N.,Maher M.The relationship between literacy learning and cultural differences: A study of teachers' dispositions.Journal of Reading Education. 2010;35 (3): 19-25.
40. Menchaca M.The evolution of deficit thinking: Educational thought and practice. Valencia R. R., ed. Washington, DC: Falmer Press; 1997:13-40.
41. Merriam S. B.Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass; 2009:.
42. Moll L. C.,Amanti C.,Neff D.,González N.Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms.Theory Into Practice. 1992;31 (2): 132-141.
43. Murphy J. M.,Datnow A.Leadership lessons from comprehensive school reform. Murphy J. M.Datnow A., ed. Thousand Oaks, CA: Corwin Press; 2003:3-18.
44. A step in the right direction: 2010 fair housing trends report. Washington, DC: Author; 2010:.
45. Nelson S. W.,Guerra P. L.Four-stage process changes individuals and entire schools.Journal of Staff Development. 2008;29 (2): 55-56.
46. Nelson S. W.,Guerra P. L.,Henry G.A connection between moral imperative and women's leadership?.Administrative Issues Journal. 2011;1 (1): 98-106.
47. Nespor J.The role of beliefs in the practice of teaching.Journal of Curriculum Studies. 1987;19 (4): 317-328.
48. Neuendorf K. A.The content analysis guidebook. Thousand Oaks, CA: Sage; 2002:.
49. Ninth Session of Universal Periodic Working Group Human Rights Council. (2010). United States of America racial discrimination and civil rights joint report. Retrieved from lib.ohchr.org/../US/USHRN_UPR_USA_S09_2010_Annex1_Civil%20Rights%20Joint%20Report%20USA.pdf.
50. Ordoñez-Jasis R.,Jasis P.Mapping literacy, mapping lives: Teachers exploring the sociopolitical context of literacy and learning.Multicultural Perspectives. 2011;13 (4): 189-196.
51. Padilla A. M.Institutional racism and community competence. Barbarin O. A.Good P. R.Parr O. M.Siskind J. A., ed. Washington, DC: Government Printing Office; 1981:20-29.
52. Pager D.,Shepherd H.The sociology of discrimination: Racial discrimination in employment, housing, credit, and consumer markets.Annual Review of Sociology. 2008;34:181.
53. Pajares M. F.Teachers' beliefs and educational research: Cleaning up a messy construct.Review of Educational Research. 1992;62 (3): 307-332.
54. Pohan C. A.Pre-service teachers' beliefs about diversity: Uncovering factors leading to multicultural responsiveness.Equity & Excellence in Education. 1996;29 (3): 62-69.
55. Pohan C. A.,Aguilar T. E.Measuring educators' beliefs about diversity in personal and professional contexts.American Educational Research Journal. 2001;38 (1): 159-182.
56. Quiocho A. M. L.,Daoud A. M.Dispelling myths about Latino parent participation in schools.The Educational Forum. 2006;70 (3): 255-267.
57. Rokeach M.Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Jossey-Bass; 1968:.
58. RothsteinR. (2006). Reforms that could help narrow the achievement gap (Policy Perspective No. 06-02). San Francisco: WestED. Retrieved from http://www.wested.org/cs/we/view/rs/819.
59. Sandelowski M.,Voils C. I.,Knafl G.On quantitizing.Journal of Mixed Method Research. 2009;3:208-222.
60. ScheinE. H. (1984, January). Coming to a new awareness of organizational culture. MIT Sloan Management Review, 24(2), 3-16. Retrieved from http://sloanreview.mit.edu/the-magazine/articles/1984/winter/2521/coming-to-a-new-awareness-of-organizational-culture/.
61. Skrla L.,Scheurich J.Displacing deficit thinking in school district leadership.Education and Urban Society. 2001;33 (3): 235-259.
62. Souto-Manning M.,Swick K.Teachers' beliefs about parent and family involvement: Rethinking our family involvement paradigm.Early Childhood Education Journal. 2006;34 (2): 187-193.
63. StritikusT. T.GarcíaE. (2003). The role of theory and policy in the educational treatment of language minority students: Competitive structures in California. Education Policy Analysis Archives, 11(26), 1-30. Retrieved from http://epaa.asu.edu/ojs/article/view/254.
64. Valencia R. R.The evolution of deficit thinking: Educational thought and practice. Washington, DC: Falmer Press; 1997:.
65. Valencia R. R.Dismantling contemporary deficit thinking: Educational thought and practice. New York: Routledge; 2010:.
66. Valencia R. R.,Valenzuela A.,Sloan K.,Foley D. E.Let's treat the cause, not the symptoms: Equity and accountability in Texas revisited.Phi Delta Kappan. 2001;83 (4): 318-326.
67. ValenzuelaA. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. New York, NY: State University of New York Press.
68. Warren P. Y.Perceptions of police disrespect during vehicle stops: A race-based analysis.Crime & Delinquency. 2011;57 (3): 356-376.
69. Watson D.,Charner-Laird M.,Kirkpatrick C. L.Effective teaching/effective urban teaching: Grappling with definitions, grappling with difference.Journal of Teacher Education. 2006;57 (4): 395-409.
70. Weisman E.,Garza S.Preservice teacher attitudes toward diversity: Can one class make a difference?.Equity & Excellence in Education. 2002;35 (1): 28-34.
71. Zarate M. E.Understanding Latino parental involvement in education: Perceptions, expectations and recommendations. Los Angeles: Tomás Rîvera Policy Institute; 2007:.