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Middle School Teachers' Perceptions of Using Multicultural Literature in Their Classroom to Teach Reading.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Middle School Teachers' Perceptions of Using Multicultural Literature in Their Classroom to Teach Reading./
Author:	Jacobs, Kearstin Yvonne.
Description:	1 online resource (146 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Multicultural education. -
Online resource:	click for full text (PQDT)
ISBN:	9798380125864

Middle School Teachers' Perceptions of Using Multicultural Literature in Their Classroom to Teach Reading.
Jacobs, Kearstin Yvonne.

Middle School Teachers' Perceptions of Using Multicultural Literature in Their Classroom to Teach Reading. - 1 online resource (146 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ed.D.)--Walden University, 2023.

Includes bibliographical references

The problem addressed in this study is that multicultural literature is not being used consistently to address the needs of the growing diverse population in the local middle school language arts classroom. The purpose of this basic qualitative study was to explore middle school teachers' perceptions of using multicultural literature to teach language arts to address the needs of the increasing population of students. The conceptual framework that guided this study was Ladson-Billings' culturally relevant pedagogy and Austin et al.'s ideas about student representation in texts. For this basic qualitative study, I conducted 11 interviews with teachers who are teaching or had taught middle school language arts for more than one year in a southern state of the United States. Participants were recruited via social media and interviewed using Zoom. Open coding and Saldana's method of qualitative analysis were used for data analysis to develop common themes throughout the interviews. The results included teachers' position that in order to address race and racism, teachers must do more than simply use culturally responsive practices. According to the findings, all participants viewed multicultural literature as any informative materials about culture and the people embracing it. The findings also found that teachers felt that they were lacking in administrative training in managing community pushbacks and focused on the integration of activating prior knowledge among a diverse group of learners. This research may positively influence social change by highlighting the importance of using multicultural literature in the middle school language arts classroom to make language arts curriculum accessible to all students, including those with a more diverse background.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380125864Subjects--Topical Terms:

556370
Multicultural education.
Subjects--Index Terms:

Culturally relevant pedagogyIndex Terms--Genre/Form:

554714
Electronic books.

Middle School Teachers' Perceptions of Using Multicultural Literature in Their Classroom to Teach Reading.
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520 $a The problem addressed in this study is that multicultural literature is not being used consistently to address the needs of the growing diverse population in the local middle school language arts classroom. The purpose of this basic qualitative study was to explore middle school teachers' perceptions of using multicultural literature to teach language arts to address the needs of the increasing population of students. The conceptual framework that guided this study was Ladson-Billings' culturally relevant pedagogy and Austin et al.'s ideas about student representation in texts. For this basic qualitative study, I conducted 11 interviews with teachers who are teaching or had taught middle school language arts for more than one year in a southern state of the United States. Participants were recruited via social media and interviewed using Zoom. Open coding and Saldana's method of qualitative analysis were used for data analysis to develop common themes throughout the interviews. The results included teachers' position that in order to address race and racism, teachers must do more than simply use culturally responsive practices. According to the findings, all participants viewed multicultural literature as any informative materials about culture and the people embracing it. The findings also found that teachers felt that they were lacking in administrative training in managing community pushbacks and focused on the integration of activating prior knowledge among a diverse group of learners. This research may positively influence social change by highlighting the importance of using multicultural literature in the middle school language arts classroom to make language arts curriculum accessible to all students, including those with a more diverse background.
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