The purpose of this study was first to describe the impact of the relationship between adolescent newcomers in South Winnipeg secondary schools and their teachers. Additional sub-questions examined teacher valuation of newcomer’s cultural background and solicited advice for both EAL newcomers and educators. Data was collected via semi-structured interviews with recent EAL adult graduates that arrived in Manitoba between the ages of 13-17, with the intent of discovering common themes from their experiences. Results revealed the importance of EAL newcomers having a caring, patient teacher with a sense of humour that has a sincere interest in who they are and in their cultural heritage. They also clearly show the need for schools to look for more effective and authentic ways to connect newcomers with their Canadian peers. This report concludes with recommendations for teachers and administrators to consider when developing teacher PD and programming for newcomer adolescent EAL students. / October 2015

Research has shown that LGBTQI youth are four to six times more likely to attempt suicide than their heterosexual peers. Many schools across the nation have focused their efforts on creating safer climates for diverse populations, including LGBTQI youth and staff. The purpose of this study was to determine the extent to which school leaders practice culturally proficient school leadership in order to build and foster positive relationships with students and staff who are members of the LGBTQI community. The overarching research question was: To what extent do school leaders identify and practice culturally proficient leadership in relation to LGBTQI students and staff? A sequential mixed-methods explanatory research design was utilized to examine the perceptions of secondary school leaders and staff in one mid-sized urban school district regarding culturally proficient school leadership. For the quantitative portion of the study, a School Climate Questionnaire and a School-Wide Cultural Competence Observation Checklist was employed. Descriptive statistics were used to analyze quantitative responses. For the qualitative portion of the study, data pertaining to the experiences and perceptions of secondary school leaders, obtained through focus group interviews, were examined. A two-part data analysis process, including both deductive and inductive coding, was used. Evidence from this study found six school leadership behaviors that impacted cultural proficiency. These behaviors emerged into themes including (a) awareness, (b) training, (c) discussion, (d) resources, (e) safety, and (f) proactive solutions. Findings from this study suggest as school leaders' behaviors align more closely with the six themes at their campuses, they will be better able to build and foster relationships with LGBTQI youth and staff.

This study examined Texas high school teachers’ perceptions of their principals as culturally proficient leaders, focusing specifically on how teacher-, school-, and principal-related factors impacted these perceptions. A sample of 104 teachers in culturally diverse secondary schools from a large urban district in Texas participated. An electronic survey was utilized to collect data. Results yielded an average total cultural proficiency score of 111 out of a possible 175, indicating that teachers perceived their principals “sometimes use” culturally proficient practices. Teachers’ perceptions of their principal’s use of culturally proficient leadership practices varied significantly by years of teachers’ experience and school accountability rating (exemplary, academically acceptable, and academically unacceptable). Perceptions of teachers at an Exemplary school were significantly different (higher than the perceptions of teachers at other schools from the same district). Teachers with 11 to 20 years of teaching experience gave significantly lower ratings (22.45 points) than teachers with 1 to 5 years of experience (125.53) and teachers with over 20 years of experience (118.94). While differences were not statistically significant, black and Hispanic teachers rated their principals’ culturally proficient practices higher than white teachers. Age, subject area taught and teacher’s gender, or race being the same as the principal’s gender or race had no significant effect on total proficiency scores. This study supports prior findings that leadership policy and development programs must be refined to help leaders develop and utilize more culturally proficient skills that will lead to greater academic success for all students. Results indicate that principals need assistance in adapting to and managing the dynamics of difference as well as providing teachers with conflict resolution training. It is recommended that professional development departments conduct similar district-wide proficiency assessments as a first step in helping educators to understand the cultural proficiency conceptual framework. It is also recommended that school districts develop a rating system using the tenets of cultural proficiency to assist principals in improving their cultural proficiency scores.

The purpose of this study was to explore participants’ perceptions of the impact of a cultural proficiency workshop that discussed concepts of race and racism. Moreover, I was interested in understanding the factors and experiences associated with a greater likelihood that people would want to engage in dialogue on race and racism. The literature suggests that when discussions like these are broached, people can often become disinterested and disengaged (Derman-Sparks & Phillips, 1997; Diem & Carpenter, 2012; Singleton & Linton, 2006; Tatum, 1997). Therefore, if it is indeed pertinent for educators to be presented with knowledge that can be critical to student success, it is vital to understand what aspects of the training and what qualities of the participants lend themselves to a higher level of engagement and interest. To research these phenomena, a mixed method study design was employed. School district central office personnel were required to attend a culture proficiency professional development session which covered concepts of race and racism. I surveyed these participants to gather their perceptions about the impact of the training. In addition, several participants were interviewed. To answer the second research question, certain participants were asked to participate in a follow-up interview to determine the qualities and characteristics that created a greater likelihood that these individuals would see the importance of race-based discourse and continue these conversations. Findings suggest that workshop participants perceived that the workshop helped to increase their level of racial awareness and change their behaviors or disposition. However, it was found that additional follow-up was needed to sustain these efforts. They also expressed that these kinds of workshops are essential. For those who were likely to engage in race-based discourse, it was found that these individuals were racially aware, rejected notions of colorblindness, discovered race at a young age, were more likely to attend diverse schools and live in diverse neighborhoods and were likely to have faced discrimination as a person from an oppressed group or due to a close relationship with someone who was. / text

Traditional administrative approaches to conflict in schools tend to be punitive, dominated by Western cultural assumptions, and to disregard students’ cultures. Cultural responsiveness attends to different worldviews while appreciating the impact of one’s own cultural lens. This thesis applies a cultural proficiency framework to analysis of the conflict management practices of administrators in secondary schools in a south-central Ontario school board. Analysis of data from interviews with secondary school administrators, students, school board cultural community liaisons, and school board documents indicate that culturally proficient cross-cultural interactions between administrators and students tended to include relationship-building efforts aimed at learning from and about disputants. In contrast to typical punitive and uncommunicative approaches, cultural proficiency was evident in some elements of alternative participatory or restorative approaches. In combining cultural proficiency with conflict management, this thesis helps to fill a gap in research relevant to equitably serving diverse student populations in southern Ontario schools.

Traditional administrative approaches to conflict in schools tend to be punitive, dominated by Western cultural assumptions, and to disregard students’ cultures. Cultural responsiveness attends to different worldviews while appreciating the impact of one’s own cultural lens. This thesis applies a cultural proficiency framework to analysis of the conflict management practices of administrators in secondary schools in a south-central Ontario school board. Analysis of data from interviews with secondary school administrators, students, school board cultural community liaisons, and school board documents indicate that culturally proficient cross-cultural interactions between administrators and students tended to include relationship-building efforts aimed at learning from and about disputants. In contrast to typical punitive and uncommunicative approaches, cultural proficiency was evident in some elements of alternative participatory or restorative approaches. In combining cultural proficiency with conflict management, this thesis helps to fill a gap in research relevant to equitably serving diverse student populations in southern Ontario schools.

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Thesis advisor: Martin Scanlan / While the U.S. student body is increasingly racially, ethnically, culturally, and linguistically diverse, the teaching population itself, however, does not mirror this same diversity. As such, there is an urgent need for teachers who can adequately meet the needs of an increasingly diverse student population (Sleeter, 2001). Some teachers are undeniably more successful at the task of educating diverse student populations than others. How then - are these teachers in particular - successfully able to effectively teach students across various lines of difference? The purpose of this qualitative individual study is to explore teachers’ views on how they have developed their cultural proficiency. How do teachers who have been identified by school leaders as particularly effective at teaching diverse student populations develop their culturally responsive practice, and more pointedly - their capacity to effectively teach students from historically marginalized groups (i.e. students from racially minoritized groups or socio-economically disadvantaged groups)? Utilizing a sense-making framework, and gathering information using methods including semi-structured interviews, teacher questionnaires, and reflective journaling, this study uncovers emergent themes and trends in how individual teachers within a diverse Massachusetts school district make sense of the process by which they developed their culturally responsive teaching capacities and practice. If educational leaders form a better understanding of how teachers effectively develop their cultural competencies, then principals and district leaders will be able to use this information to more effectively design professional development programs that sustain teachers’ cultural proficiency and better equip them to successfully serve the increasingly diverse student population. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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