Quantitative Comparison of Novice and Veteran Teachers' Cultural Beliefs

Quantitative Comparison of Novice and Veteran Teachers’ Cultural Beliefs by Janet A. Cook Riley MA, Ball State University, 1978 BS, Ball State University, 1974 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University September 2019 Abstract Poor scores on standardized tests on the part of African American students are a problem atPoor scores on standardized tests on the part of African American students are a problem at an urban high school in the U.S. Midwest. A factor potentially contributing to this problem is that teachers’ cultural beliefs may not be well matched to those of students. This gap is important because cultural beliefs have an influence on the academic achievement of students. The cultural mismatch may be reduced as teachers gain experience with students’ cultures and diversity, but it is not known the extent to which experience is beneficial in the Midwest urban high school setting. The purpose of this quantitative cross-sectional survey study was to compare novice and veteran teachers’ cultural beliefs using the Cultural Awareness Belief Inventory (CABI). Bennett’s intercultural sensitivity developmental model was used as the framework to interpret findings. The overarching research question addressed the difference in cultural beliefs between novice and veteran teachers; there were 28 hypotheses referencing each item on the CABI survey. The sample drawn from a pool of volunteer teachers included 138 novice teachers with less than 5 years of experience and 261 veteran teachers with 5 or more years of experience. Mann Whitney U tests were employed as the inferential statistical test to compare differences between the two groups among 28 dependent variables. There was a significant difference in beliefs of novice and veteran teachers relating to classroom management but not in other areas. This study may promote social change by providing school leaders with the understanding that classroom management is associated with different cultural beliefs among novice and veteran teachers. Leaders can use study findings to develop a training program on cultural aspects of classroom management for novice teachers and in-service workshops to enhance cultural teaching practices for veteran teachers. Quantitative Comparison of Novice and Veteran Teachers’ Cultural Beliefs by Janet A. Cook Riley MA, Ball State University, 1978 BS, Ball State University, 1974 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University September 2019 Dedication This study is dedicated to the memory of my father and sister. My father, Frank Cook, taught me the true meaning of perseverance and tenacity by demonstrating a strong work ethic, possessing a belief in family, emphasizing the importance of education, and instilling a sense of independence. Because of him, I have obtained the strength and endurance to surpass and overcome what others may deem insurmountable obstacles. He was a strong, impeccable role model in my life. The kindred spirit and helping attitude of my sister, Vanessa Cook, who was a youth probation officer, provided the inspiration to pursue my studies in helping marginalized youths. She always believed I would become a positive role model and mentor. My father and sister encouraged me to pursue my passion of helping others and not let anyone define what I can or cannot do. Acknowledgments I would like to thank God for giving purpose to my life, which is to seek the wisdom and knowledge needed to uplift and help others through my research study. Also, a thank you goes out to my mother, Edna Cook, who has been my Number One advocate in encouraging me to pursue my dreams and do my best throughout my doctoral pursuit. I would also like to express my gratitude to my brother Frank Cook for his spiritual support, Norman Anderson for sharing my passion on this topic, and Elsie Butler for providing the confidence I needed. Finally, I would like to thank my committee chairpersons, Dr. Richard Penny, for his guidance, patience, support and belief in me, and Dr. JoeAnn Hinrichs, for her encouragement.