Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District

Abstract

The purpose of this study was to examine archival data collected from the administration of the Cultural Awareness and Belief Inventory (CABI) (Webb-Johnson & Carter, 2005) in an urban district located in the southwestern United States. Specifically, the study examined whether differences exist between Pre-K through second grade urban teachers' perceptions and third through fourth grade urban teachers' perceptions of cultural awareness and beliefs as measured by the CABI in one urban district. Of the respondents, 399 Pre-K through second grade teachers' perceptions and 219 third through fourth grade teachers' perceptions of eight factors were measured by the CABI. These factors included: A) Teacher Beliefs, B) School Climate, C) Culturally Responsive Classroom Management, D) Home and Community Support, E) Cultural Awareness, F) Curriculum and Instruction, G) Cultural Sensitivity and H) Teacher Efficacy (Roberts-Walter, 2007). Further, by comparing the perceptions of the Pre-K through second grade teachers and those of the third through fourth grade teachers, this study investigated the differences between the perceptions of the teachers held responsible for their students? test scores and those teachers employed in grades in which students are not given state-mandated tests. The difference between the Pre-K through second grade teachers' perceptions and the third through fourth grade teachers' perceptions were indicated in only one factor of the eight measured by the CABI. A difference in both groups' perceptions was determined in the factor, Cultural Sensitivity. The results indicated that the Pre-K through second grade teachers' were more culturally sensitive than the third through fourth grade teachers.