dc.contributor.advisor | Carter , Norvella P | |
dc.contributor.advisor | Slattery Jr, George Patrick | |
dc.creator | Butterfield, Vernee Anita | |
dc.date.accessioned | 2019-01-17T16:21:37Z | |
dc.date.available | 2019-01-17T16:21:37Z | |
dc.date.created | 2018-05 | |
dc.date.issued | 2018-03-02 | |
dc.date.submitted | May 2018 | |
dc.identifier.uri | https://hdl.handle.net/1969.1/173307 | |
dc.description.abstract | This qualitative research study involves eight African American charter school
principals. I chose a qualitative research framework to provide these eight participants
with the opportunity to use their voices and express their backgrounds, life experiences
and leadership practices about their cultural competence identities and the impact of this
on teacher faculty development, primarily professional development. A dearth of
literature exists regarding the lived experiences of African American charter school
principals, their cultural competence identities and impact on teacher faculty
development. Therefore, the purpose of the study expands on this limited research base.
The undergirding research questions of this study include: (a) how do African American
charter school principals describe their cultural competence identities, (b) how do
African American charter school principals describe exercises of professional
development for cultural proficiency, and (c) how do African American charter school
principals interpret their acts of cultural competence related to teacher faculty
development.
A thematic analysis yielded the following themes related to the experiences of
eight African American charter school principals, their cultural competence identities
and impact on teacher faculty development: (a) Mirrors Reflect Black Gems, (b)
Breaking Bread but Not Breaking Shackles, and (c) Shattering Oppression. Findings
from this research provided the following evidence: (a) school leaders’ cultural
competence identities reflect each of their students as Black Gems, consistently
educating and preparing their students for racial adversity, (b) professional development
sessions were seen as a means to “break bread” instead of producing tangible results
regarding cultural competence, and (c) school leaders shattered oppression by choosing
to either let go or nurture a teacher struggling with cultural competence. The main
conclusion drawn from this research suggests the development of a formal framework by
which cultural competence training follows and embeds within daily practice. The last
chapter provided implications and recommendations for future research, policy and
practice. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | en | |
dc.subject | Cultural competence | en |
dc.subject | charter schools | en |
dc.subject | Theory of Nigrescence | en |
dc.subject | Transformative Learning Theory | en |
dc.subject | school leadership | en |
dc.title | Urban African American Charter School Principals: Cultural Competence and Teacher Faculty Development | en |
dc.type | Thesis | en |
thesis.degree.department | Teaching, Learning, and Culture | en |
thesis.degree.discipline | Curriculum and Instruction | en |
thesis.degree.grantor | Texas A & M University | en |
thesis.degree.name | Doctor of Philosophy | en |
thesis.degree.level | Doctoral | en |
dc.contributor.committeeMember | Webb-Hasan, Gwendolyn C | |
dc.contributor.committeeMember | Neshyba, Monica Vasquez | |
dc.type.material | text | en |
dc.date.updated | 2019-01-17T16:21:38Z | |
local.etdauthor.orcid | 0000-0001-7083-8448 | |