Asian Americans are one of the fastest growing minority groups in the United States. One of the stereotypes associated with Asians is that they are more likely to choose careers in science, medicine, and engineering rather than social science, inclusive of social work, mass communication, or humanities (Leong & Serafica, 1995; Tang et al., 1999). This occupational stereotyping of Asians is not just a myth in that descriptive studies have shown that only a few Asians choose social work as a career (Lennon, 2005; NASW, 2006). Few studies exist on Asian Americans who do not choose Asian stereotypical career choices, such as social work. Acknowledging this lack of research, the present study was developed to explore the relationships between factors that may influence Asian Americans who choose social work as their career. Based on social cognitive career theory (Lent, Brown, & Hackett, 1994), it was hypothesized that acculturation and family immigration status influenced parental involvement, perceived career barriers, and career outcome expectations of Asian American social workers. A cross-sectional survey design utilizing mixed methods was used in this study. The sample was derived from the members’ database of the National Association of Social Workers (NASW). Among 1,802 of Asian American social workers in the NASW database, those aged 65 or older were excluded and 900 Asian social workers were randomly chosen for this study. A total of 370 Asian American social workers participated in this study with 41 percent of a return rate. Quantitative data were collected through standardized measurements: the Social Work Career Influence Questionnaire (Biggerstaff, 2000); Suinn-Lew Asian Self-Identity Acculturation Scale (Suinn, Rickard-Figueroa, Lew, & Vigil, 1987); Career Barriers Inventory Revised (Swanson, et al., 1996); and eight items from Tang et al.’s (1999) Asian American Career Development Questionnaire. Also, qualitative data were obtained through two open-ended short questions. The data were collected through a combined method of an online survey with option of a paper mail-return questionnaire. Results of the study found significant group differences among family immigration status groups on perceived likelihood and perceived hindrance of career barriers. The 1st generation group perceived the greatest career barriers and the 3rd or higher generation group perceived the least career barriers among the family immigration status groups. However, there was no significant multivariate effect of acculturation on perceived likelihood and hindrance of career barriers, parental involvement, desire to be a therapist, prestige of the profession, and social change mission of the profession. Qualitative data included participants’ diverse perspectives on what factors influenced Asian Americans’ selecting or not selecting social work as a career. Implications and limitations of this study, as well as suggestions for future research, are discussed.

Thesis advisor: Diana Pullin / In recent years, critical race theory (CRT) has garnered much attention in education scholarship as a way to examine the racialized practices that persist in U.S. schooling. This study was a grassroots attempt at using CRT as the theoretical framework to engage a group of administrators and teacher leaders at one urban school in inquiry-based discourse that focused on raising the educators' race consciousness and co-constructing an antiracist pedagogy. A combined method of action research and critical case study was used as the research methodology. This dissertation reports on three notable findings that surfaced from the study. One, the participants largely perceived racism an individual pathology, not as a system of privilege. Because the participants regarded themselves as educators who were committed to social justice, they were often deceived by their activism to recognize their own complicity in the perpetuation of racist ideologies in their practice. Two, despite the overwhelming criticisms against NCLB in scholarly literature, the participants at this low-income, racially-diverse, urban school were passionately in favor of the goals behind the statute. With the recent push toward the development of common core content standards through the Race to the Top program, increased dialogue regarding what knowledge should be considered "common" and "core" needs to occur in order to breach the impasse between the divergent curricular viewpoints held by all stakeholders. Three, although culturally relevant pedagogy is widely espoused and utilized in educational research and practice, it is often not commonly understood as a conceptual framework that advocates the three-pronged elements of academic success, cultural competence, and sociopolitical consciousness. Findings revealed wide misconceptions and misuse of the theory that stemmed from teachers' cultural bias, the nature of racism in school settings, and the lack of support to adequately implement theories into practice. ` All of these findings revealed issues of power, positionality, and privilege that were deeply entrenched in the policies and practices of the school, which suggested that greater collaboration between scholars and practitioners was necessary in order to engender ongoing critical self-reflection and reconceptualization of theories as viable pedagogical tools to begin the work of antiracism. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2018. / This research is an investigation into how Graphic Design, a visual communication subject is taught and learnt at Cape Peninsula University of Technology in light of the dynamics that cultural semiotics present. There is a need to equip students with the cultural awareness to design communication that is sensitive to the varying needs of their consuming audiences. By its very nature, visual communication is vulnerable to an unintended array of misinterpretations because of the audiences’ differing semiotic backgrounds. The pedagogic duty of academy is to equip communication students in this case Graphic Design students with adequate tools to facilitate the understanding of their audiences, the communicative purpose of their designs is compromised. Vygotsky’s (1978) learning theory is therefore applied to examine the role of culture in the teaching and learning of culturally diverse students. Concepts from JoAnn Phillion’s (2002) Narrative Multiculturalism are also used to understand how the narratives collected from the respondent students, lecturers and an industry expert in this study offered guidelines for the effective teaching of Graphic Design. To investigate the teaching and learning of Graphic Design holistically the research employed a mini-ethnographic case study method. Data for this research were obtained through participant observations, semi-structured informal interviews of participants narratives and document analysis. The findings point to a lack of a cohesive and coordinated approach to teaching and learning, which in turn reflects a lack of sensitivity to cultural diversity in the Graphic Design department at the Cape Peninsula University of Technology. This is evidenced in the unreformed curriculum and a culturally unbalanced staff complement. Industry’s lethargic participation also seems to have done nothing to ensure the standardisation of the curriculum to align with industry demands nor guide the career paths of students. As a result, the gap in these areas may leave some historically vulnerable students feeling excluded and despondent about both their academic and career prospects.

This dissertation study explores the relationship between Ladson-Billings’ (1992, 1994, 2006) early scholarship and work with Culturally Relevant Pedagogy (CRP) frameworks and the literacy practices of the multilingual students in my community college classroom. This qualitative, interpretive case study draws upon CRP and sociocultural frameworks to specifically investigate the visual, media, and technological literacy (multimodal) practices in a community college developmental English class for multilingual students. When visual, media, and technological literacy practices are purposefully included in a CRP framework and curriculum, it helps to reposition both teachers’ and students’ conceptual understanding of language acquisition. Two important aims of this study are to fill an existing gap of literature around the CRP theoretical framework and strengthen it with the specific inclusion of college-level, multilingual student’s use of visual and technological literacy practices for the acquisition of English literacy. This in turn helps to legitimize the inclusion of visual and technological literacies into curriculums designed especially for multilingual students which are also adaptable for any class. In this study, my classroom serves as the primary unit of analysis (Merriam, 2009). I present the multimodal practices of four student participants as “cases” or portraits to illustrate the study’s findings. I am interpreting/defining the multimodal productions my students create as their observable literacy events (Barton & Hamilton, 2000; Heath, 1992) and their literacy practice is the ongoing act of creating and engaging with visual, media, and other related technological literacy practices. The act of students creating multimodal productions, “visual interpretation,” is the specific visual literacy practice this study investigates triangulated with students’ interactions on a group Facebook page and digital story compositions. Using a reflexive model (Luttrell, 2010b) of research and additional grounded theory methods (Charmaz, 2008, 2010; Corbin & Strauss, 2008) to analyze data, findings for this study reveal that a curriculum utilizing multimodal literacy practices promote Ladson-Billings’ (1992, 2006) three tenets of CRP: academic excellence, cultural competence, and sociopolitical consciousness in the following ways: First, the curriculum acknowledges students' multiple literacies and cultural backgrounds. Second, the curriculum enables students to become personally invested and more engaged in their academic participation, productions and achievement. Third, the curriculum raises students' competencies in reading/writing comprehension, deconstruction, and production of subsequent multimodal texts as it privileges students’ own literacy practices. Therefore, visual literacy practices should be a mechanism for achieving and representing these tenets of a Culturally Relevant Pedagogy inside college classrooms with curriculums designed for multilingual students.

The Georgia Department of Education requires students to earn 4 course credits in the area of mathematics in order to graduate from high school. Academic success for mathematics students in a school district in southern Georgia has been encumbered because teachers lack cultural competency in mathematics instruction, which has hindered minority students from developing reasoning, critical analysis, and problem-solving skills needed to earn these required math credits. The purpose of this project study was to examine teachers' perceptions of using culturally relevant teaching strategies to influence the academic performance of minority students in the mathematics classroom. The conceptual framework was Dewey's progressive education theory. Six high school math teachers were purposefully selected for face-to-face interviews. Interview transcripts were coded using the Coding Analysis Toolkit and analyzed using thematic analysis. The findings showed that culturally competent mathematics instruction is important when teaching minority students; however, math teachers were not adequately prepared to teach minority students. Based on the findings, a professional development program was developed for secondary math teachers. Implications for positive social change include increasing math teachers' cultural awareness during instruction to help minority students increase academic proficiency in mathematics.

In Part A of this ethnography, I explain how my life experiences have shaped who I am and why I want to be a teacher. In Part B, I describe my experience of working with three focus students—an English learner, a student with a 504 Plan, and a student with significant life experience. My work with these students allowed me to learn of their strengths and assets, and areas of need. Based on the knowledge that I compiled over the course of the Fall Semester 2018, I created an action plan to help each student improve his/her academic standing and socio-emotional well-being. In Part C, I identify and evaluate the assets of the school and the community in which my students live, and how such assets help students thrive. I also assess the challenges that both the school and community face, and their continuous efforts to overcome them. In Part D, I reflect on my first year of teaching to assess my instructional practices, and I evaluate the progress made by my whole class, and more specifically my focus students.

African American students' severe underachievement in mathematics in comparison to their peers has been framed as an achievement gap that continues to widen despite the efforts of many education scholars and leaders. Throughout history in the United States, mathematics education has been designed, developed, and delivered within a Eurocentric philosophy. Consequently, African American students have been at a systemic disadvantage in terms of perceiving the cultural relevance of mathematics; which has served as a detriment to their academic success. By merging ethnomathematics and culturally relevant pedagogy (CRP) into a theoretical framework, this study investigates these issues and proposes a shift in mathematics education toward a more culturally aware approach. In this study, it is argued that implementing a multicultural education approach such as ethnomathematics into the mathematics curriculum coupled with employing culturally relevant pedagogical practices will increase relevance in the mathematics education for African American students. The purpose of this study was to gain African American high school students’ perception of mathematics, as well as their cultural awareness and its relation to mathematics education. To gain students’ perceptions about mathematics education from a cultural respect, 375 students in grades 9-12 completed three online surveys which were (1) a four-item demographic questionnaire (age, gender, grade, ethnicity), (2) the 40-item Attitude Towards Mathematics Inventory (ATMI), and (3) the 12-item Students Perception about Cultural Awareness (SPCA) survey. This study incorporated a quantitative, correlational research design. To address research questions one and two, Pearson correlations were conducted to examine the associations between the variables of interest which were (1) Value, (2) Enjoyment, (3) Sense of Security, (4) Motivation, and (5) Cultural Awareness. Variables (1), (2), (3), (4) were derived from the ATMI survey through factor analysis while variable (5) was constructed from the SPCA survey. To address research question three, a MANOVA was conducted to assess for differences in attitudes toward mathematics and perceptions of cultural awareness by ethnicity. For research questions one and two, it was found that there was a statistically significant correlation between the variables of interest. For research question three, it was found that there was not a statistically significant difference in the variables of interest by ethnicity. In further analysis of the data, it was found that many African American students have a substandard attitude of value, enjoyment, sense of security, and motivation toward mathematics. Nonetheless, these students had a high sense of cultural awareness and cultural pride. Generally, the students felt that the incorporation of culture into mathematics would assist in raising their achievement to some degree. This study highlights recommendations to educational leaders to learn about the culture of their students, allow that data to inform policy decisions, and lead a shift to the approach of mathematics education toward the theories of ethnomathematics and CRP.

Presently, over five million English-language learners (ELLs) are being educated in U.S. schools, and by the year 2020, more than half of the public school system population in the U.S. will be from families whose native language is not English (National Center for Educational Statistics, 2005). Culturally relevant pedagogy (CRP) (Ladson-Billings, 1995) provides a framework for classroom teachers to meet the needs of diverse learners. This ethnographic case study describes what CRP looks like for young ELLs and how a pre-kindergarten school teacher and her bilingual paraprofessional successfully implement CRP. This study: (a) examined the manifestation of culturally relevant pedagogy in a pre-kindergarten classroom for English-language learners, and (b) investigated the ways two teachers promoted three central tenets of CRP in their pre-kindergarten classroom: (1) academic success; (2) cultural competence; and (3) critical consciousness. The research questions were explored by collecting fieldnotes during 20 classroom observations, 3 individual interview transcripts, 3 individual member-checking transcripts, and 15 classroom documents. Findings were based on an open-coding analysis process and a priori coding to demonstrate examples of culturally relevant pedagogical practices and beliefs. The data suggests five major principles of CRP for young ELLs: (1) Oral multilingual classroom language experiences for young children occurred frequently; (2) Monolingual and bilingual teacher collaboration was beneficial for teachers and young children’s language and cultural development; (3) Children’s funds of knowledge were employed and integrated into classroom learning experiences; (4) Peer-to-peer interactions promoted language learning, literacy, and cultural understandings; and (5) Teachers’ and children’s acknowledgement of cultural similarities and differences were built upon. Furthermore, teachers promoted academic success by not accepting student failure and making students responsible for the academic success of their peers; cultural competence is established when teachers encourage children to interact effectively with others from different cultures; and critical consciousness is fostered when children know their authentic stories, are able to stand up for themselves, and ask questions about the world around them. These findings provide a greater understanding of CRP for young ELLs, specifically in a pre-kindergarten context, and hold important implications on future research on CRP.

In contrast to the diversity of students, the implementation of federal policies has created a push for standardization in pedagogy and curriculum that serve culturally and linguistically diverse students. Effects include narrowing of curriculum and pedagogy, proliferation of prescriptive literacy programs, increased high-stakes testing, and negative effects on teachers’ identity, autonomy, and desire to teach. Simultaneously, teaching prospective teachers how to construct culturally relevant curriculum and pedagogy is emphasized as a vital part of teacher preparation. However, research shows that even when teachers leave programs with preparation for culturally relevant teaching, initial jobs and local contexts shape and constrain teachers’ ideologies, agency, goals, and practice connected to teaching diverse students. In response to research, this study was designed to investigate how novice Teach For America teachers with an espoused culturally relevant pedagogy ideology implement a scripted literacy program in urban classrooms. A multiple case study design guided data collection and analysis. Data collection included interviews, observations, observation debriefs, visual representations, documents, and teaching artifacts. The data were analyzed using a constant comparative approach and Grounded Theory techniques. These teachers were constrained and influenced by several institutional and contextual factors, yet were able to negotiate their educational beliefs with the requirements of their mandated scripted literacy program to enact tenets of culturally relevant teaching. The findings suggest teacher preparation programs need to have a conceptual framework embedded in coursework and field experiences that empowers beginning teachers to negotiate the sociopolitical constraints of their school context to meet the needs of students.

This study is significant because U.S. schools are continuously being transformed due to the increasing numbers of linguistically and culturally diverse students, in particular Latina/o youths. Therefore, this qualitative dissertation study explored and described ways three Latina Tejana Maestras utilized Culturally Responsive Pedagogy (CRP) during literacy learning as they integrated students’ knowledge about their social and cultural environment, including their native language repertoire, while developing and implementing instruction. This study used sociocultural and borderlands theoretical construct to explore and describe ways the Maestras enacted and sustained CRP during literacy events. The sociocultural perspective is a fitting lens because it takes into account how knowledge is constructed in and through social interaction. Borderlands is also a fitting lens because it takes into account the Tejana Maestras borderlands identity of straddling simultaneous worlds — two languages, two cultures. Sociocultural theory and Borderlands theoretical lenses were complemented by CRP, a teaching approach that not only fits the school culture to the students’ culture, but uses the students’ culture as the basis for students to understand themselves and guiding them to becoming academically successful. The two questions used to guide this dissertation were: What culturally responsive pedagogical knowledge and practices do Tejana Maestras enact in bilingual classrooms? Second: How do Tejana Maestras acquire knowledge about the culture, language, and background experience of their students when planning and implementing instruction? The research revealed three themes, a) the presence of Building a Bilingual Classroom Community (BBCC) that was continuously evolving, and seamlessly functioning, as a system was clearly evident in each of the three classrooms, b) the Tejana Maestras notion of agents of change that guided their pedagogical literacy practices, and c) the notion of centering Mexican American students’ values, beliefs, and norms into the pedagogy and curriculum responsive to emergent bilinguals was recognizable. Six findings developed from the data; a) Tejana Maestras foster cultural awareness, b) embrace Latina/o bilingualism, c) employ a menu of culturally responsive literacy practices, d) learn from their students e) are conscious of their identity, and f) teaching philosophy. Due to U.S. schools being transformed by the increasing numbers of linguistically and culturally diverse students, the study demonstrated that it is important to conduct research about Tejana Maestras to learn the ways they are effectively meeting the needs of bilingual students by using CRP to promote academic success. / text