Ed.D. Dissertations

Date of Award

Summer 5-29-2019

Document Type

Campus Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Mark Jimenez, Ed.D.

Content Specialist

Deborah Stone, Ed.D.

Content Reader

Patricia Easley, Ed.D.

Keywords

academic achievement, cultural discontinuity, confluency, dominant culture, educational dominance, effective instruction, Euro-American, interrater reliability, intersectionality, Native American, reliability, validity

Abstract

This study examined the Tohono O’odham Native American students culture, self-identity and ethnicity, and the intersectionality of the American education system to determine if the cultural discontinuity significantly contributes to the low academic achievement in reading and mathematics. Additionally, this research explored the confluency between home and school dissonance, teacher effectiveness level, and teacher cultural competency level to determine the impact on the low student achievement scores on academic assessments in reading, and mathematics. Given that many schools operate based on middle-class Euro-American norms (Carter, 2005), it is important to understand how home-school dissonance impacts academic for Tohono O’odham students. The use of mixed methods for this study was a convergent parallel design. Qualitative findings suggested that while there are differences between student home and school worlds, the differences between the two does not trouble the students. Quantitative findings indicated that no significant relationship existed between the teachers’ scores on the SKR, CCSAQ, or the HDS, and standardized test data of their students (Ho: ρ = 0). The data analysis conducted failed to reject the null hypothesis. However, there was a significant correlation between teacher effectiveness (SKR) scores and cultural competency level of teachers.

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