Date of Completion
2024
Document Type
Honors College Thesis
Department
College of Education and Social Services (CESS)
Thesis Type
Honors College
First Advisor
Dr. Cynthia Reyes
Second Advisor
Dr. Sean Hurley
Keywords
Education, Culturally Sustaining Practices, Teacher Perceptions, Qualitative Research, Cultural Capital, Narrative Case Study
Abstract
In this research study, the author presents her findings about teacher's perceptions of their students and their teaching practices, specifically regarding how they are able to identify and integrate student's cultural assets into instruction and classroom climate. Through three, in-depth interviews, the author constructs narrative case studies about each teacher, informing the life experiences that influence how the educators engage with cultural assets in their classrooms. Using Culturally Founded Pedagogies (Culturally Responsive Teaching, Culturally Sustaining Practices, and Community Cultural Wealth) as an underpinning to the study, the author analyzes the teacher's perceptions in conjunction with the research to highlight how educators might sustain student assets for their future success and liberation. The teacher's perceptions illustrate strength-based, nuanced approaches to culturally competent teaching that both support the existing literature and suggest practices that will better allow teachers to engage with their student's cultural assets in schools.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
Sarrouf, Sarah, ""Teaching for Equity": Examining How Northeastern Educators Integrate and Affirm the Cultural Assets of Their Students" (2024). UVM Patrick Leahy Honors College Senior Theses. 661.
https://scholarworks.uvm.edu/hcoltheses/661