Publication Date

Spring 2022

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Interdisciplinary Leadership

First Advisor

Katy Hisrich

Second Advisor

Matthew Cooney

Third Advisor

Lisa Pennington

Abstract

This quantitative cross-sectional study examined the perceptions of preparedness of early childhood teachers to teach Black boys in Pre-K through 3rd grade classrooms. The purpose of this study was to understand if perceptions of preparedness of early childhood teachers differed based on age, race, location of teacher preparation program, and current teaching location. This study focused on specific demographics such as age and race from an anonymous sample of early childhood teachers (N=50) in the United States. Additionally, educational and professional characteristics such as location of teacher preparation institution and current teaching location were utilized. The personal, educational, and professional characteristics were described to understand the participants, then applied to strategies, coursework, and field experiences to support the definition of preparedness. The statements used to define preparedness were:
1) I am prepared to use a variety of learning strategies and teaching methods for teaching Black boys in an early childhood learning environment.
2) The coursework in my teacher preparation program and learning about Culturally Relevant Teaching (CRT) prepared me to teach Black boys in early childhood education classrooms (Pre-K through 3rd grade); and
3) The field experiences in my teacher preparation program prepared me to teach Black boys in early childhood education classrooms Pre-K through 3rd grade.

The study concluded that based on age and race, there was no statistical significance in the mean levels of agreement and disagreement between groups based on all the definitions of preparedness. The study found statistical significance in perceptions of preparedness based on the location of teacher preparation institutions and current teaching locations (non-urban v. urban) based on the mean levels of agreement and disagreement between groups. Urban teachers that completed their teacher preparation programs agreed they were more prepared to teach Black boys in Pre-K through 3rd grade based on what was learned and applied in required field experiences. Teachers who were currently teaching in urban areas agreed that they had more strategies to teach Black boys in Pre-K through 3rd grade. Although there was no significance in age and race, there remains an achievement gap and inequitable disciplinary practices toward Black boys in Pre-K through 3rd grade classrooms. Given the results of this study, the author recommends that teacher preparation programs reconsider the curricula used to train preservice teachers, which includes training in culturally relevant pedagogy, and nationwide culturally relevant teaching standards for all teachers. It is also recommended that teacher educators be prepared to teach courses in culturally relevant pedagogy, so that preservice teachers are equipped to take this learning into schools and districts. Lastly, diverse fieldwork experiences must be included in teacher preparation programs to fully prepare early childhood teachers to teach Black boys in classrooms across the United States.

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