Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students

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dc.contributor.authorKaui, Toni Marie Mapuanaen
dc.contributor.committeechairErnst, Jeremy V.en
dc.contributor.committeememberJones, Brett D.en
dc.contributor.committeememberWells, John G.en
dc.contributor.committeememberBondy, Jennifer M.en
dc.contributor.departmentTeaching and Learningen
dc.date.accessioned2017-10-28T06:00:15Zen
dc.date.available2017-10-28T06:00:15Zen
dc.date.issued2016-05-05en
dc.description.abstractThe purpose of this study was two-fold. The first was to determine the degree of culturally responsive teaching practices and level of cultural competence of participants who teach upper elementary (grades three through six) STEM educators of predominantly Native Hawaiian students. The second purpose was to identify differences in cultural competence and culturally responsive teaching practices of those same participants identified above. These two participant groups were from the State of Hawaiʻi Department of Education’s Keonepoko and Pāhoa Elementary Schools. Both schools are from the Keaʻau-Kaʻu-Pāhoa Complex Area. The educators from Keonepoko were afforded knowledge and experiences from a culture-based professional development program known as the Moenahā School Program, while the educators from Pāhoa were not afforded these same knowledge and experiences. Using a quantitative, quasi-experimental design, data were collected via an online survey using three instruments: the Culturally Responsive Teaching Self-Efficacy Inventory (CRTSE), the Cultural Competence Self-Assessment Questionnaire (CCSAQ), and the Cultural Competence Self-Assessment Scale Demographic Information (CCSASDI). The data were analyzed using mean scores and those mean scores were compared for differences using a Mann-Whitney U test. The findings indicated the Moenahā participants had a statistically significantly higher level of cultural competence and higher degree of culturally responsive teaching practices than the non-Moenahā participants suggesting the importance of cultural competence professional development iii opportunities. These findings are applicable for teachers in schools with an higher Native Hawaiian student population.en
dc.description.degreePh. D.en
dc.format.mediumETDen
dc.identifier.othervt_gsexam:7593en
dc.identifier.urihttp://hdl.handle.net/10919/79845en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectSTEM Educationen
dc.subjectNative Hawaiianen
dc.subjectCulture-Based Educationen
dc.subjectIndigenous Education Culturally Relevant Teachingen
dc.subjectCultural Competenceen
dc.subjectCultural Identityen
dc.subjectCultural Sensitivityen
dc.subjectCultural Knowledge Beliefen
dc.subjectSelf-efficacyen
dc.subjectProfessional Developmenten
dc.titleDeveloping Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Studentsen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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