This research study examined constructs and beliefs essential to culturally responsive teachers for the purpose of understanding corps members’ needs and promoting culturally responsive pedagogy (CRP) in the Colorado region of Teach for America (TFA). This study employed a transformative, sequential mixed methods design with a theoretical lens of CRP and a corresponding framework for preparing culturally responsive educators described by Villegas and Lucas (2002). First, a quantitative phase assessed participants’ levels of intercultural competence, colorblind racial attitudes, and White racial identity attitudes at two times—upon entering TFA (n = 139) and after one year of teaching and training (n = 78). The quantitative data were used to describe corps members and to determine change over time. Next, a qualitative phase employed stratified sampling with replacement based on Time 2 levels of intercultural competence as measured by the IDI (Hammer, 2009). A total of seven corps members were grouped into three levels of intercultural competence—low (n = 3), mid (n = 3), and high (n = 1)—and were individually interviewed about beliefs regarding the role of culture in teaching and learning. The qualitative data were analyzed for emerging beliefs within groups and themes across groups. The qualitative data added richness to the quantitative profiles and furthered the understanding of corps members’ needs.
Results of this mixed methods research study indicated that TFA’s current program, selection, and training processes may result in colorblind corps members who minimize cultural differences, including the strengths and experiences of students of color, and negate the importance of CRP. Because Colorado TFA is seeking to adopt a culturally responsive approach, Colorado TFA must intentionally and explicitly shift: (1) its outcomes for students; (2) its desired teacher actions; (3) its professional development and training. Educational theory on CRP and preparing culturally responsive educators suggests that the development of intercultural competence, color-consciousness and White racial identity will produce culturally responsive educators and will ultimately result in positive and transformational outcomes for students.
","abstract_html":"<p>This research study examined constructs and beliefs essential to culturally responsive teachers for the purpose of understanding corps members’ needs and promoting culturally responsive pedagogy (CRP) in the Colorado region of Teach for America (TFA). This study employed a transformative, sequential mixed methods design with a theoretical lens of CRP and a corresponding framework for preparing culturally responsive educators described by Villegas and Lucas (2002). First, a quantitative phase assessed participants’ levels of intercultural competence, colorblind racial attitudes, and White racial identity attitudes at two times—upon entering TFA (n = 139) and after one year of teaching and training (n = 78). The quantitative data were used to describe corps members and to determine change over time. Next, a qualitative phase employed stratified sampling with replacement based on Time 2 levels of intercultural competence as measured by the IDI (Hammer, 2009). A total of seven corps members were grouped into three levels of intercultural competence—low (n = 3), mid (n = 3), and high (n = 1)—and were individually interviewed about beliefs regarding the role of culture in teaching and learning. The qualitative data were analyzed for emerging beliefs within groups and themes across groups. The qualitative data added richness to the quantitative profiles and furthered the understanding of corps members’ needs.</p> <p>Results of this mixed methods research study indicated that TFA’s current program, selection, and training processes may result in colorblind corps members who minimize cultural differences, including the strengths and experiences of students of color, and negate the importance of CRP. Because Colorado TFA is seeking to adopt a culturally responsive approach, Colorado TFA must intentionally and explicitly shift: (1) its outcomes for students; (2) its desired teacher actions; (3) its professional development and training. Educational theory on CRP and preparing culturally responsive educators suggests that the development of intercultural competence, color-consciousness and White racial identity will produce culturally responsive educators and will ultimately result in positive and transformational outcomes for students.</p>","abstract_has_math":false,"creators":["Kim, Amber K."],"institution":null,"degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Maria Salazar, Ph.D.","Jini Puma","Nicholas Cutforth"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-06-01T07:00:00Z","date_published":"2012-06-01T07:00:00Z","updated_at":"2026-07-24T02:03:12Z","subjects":["Colorblindness","Cultural competence","Culturally responsive pedagogy","Racial identity","Teach for America","Transformative","Bilingual, Multilingual, and Multicultural Education","Education","Teacher Education and Professional Development"],"languages":["en"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
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Results of this mixed methods research study indicated that TFA’s current program, selection, and training processes may result in colorblind corps members who minimize cultural differences, including the strengths and experiences of students of color, and negate the importance of CRP. Because Colorado TFA is seeking to adopt a culturally responsive approach, Colorado TFA must intentionally and explicitly shift: (1) its outcomes for students; (2) its desired teacher actions; (3) its professional development and training. Educational theory on CRP and preparing culturally responsive educators suggests that the development of intercultural competence, color-consciousness and White racial identity will produce culturally responsive educators and will ultimately result in positive and transformational outcomes for students.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Leveling the Field Is Not Enough: Promoting Culturally Responsive Pedagogy in Teach for America Through the Evaluation of Intercultural Competence, Colorblindness, White Racial Identity Attitudes, and the Belief That Culture Matters in Education"]}]}],"canonical_facts":{"dc:contributor":["Maria Salazar, Ph.D.","Jini Puma","Nicholas Cutforth"],"dc:creator":["Kim, Amber K."],"dc:date.available":["2001-01-01T08:00:00Z"],"dc:description.abstract":["This research study examined constructs and beliefs essential to culturally responsive teachers for the purpose of understanding corps members’ needs and promoting culturally responsive pedagogy (CRP) in the Colorado region of Teach for America (TFA). This study employed a transformative, sequential mixed methods design with a theoretical lens of CRP and a corresponding framework for preparing culturally responsive educators described by Villegas and Lucas (2002). First, a quantitative phase assessed participants’ levels of intercultural competence, colorblind racial attitudes, and White racial identity attitudes at two times—upon entering TFA (n = 139) and after one year of teaching and training (n = 78). The quantitative data were used to describe corps members and to determine change over time. Next, a qualitative phase employed stratified sampling with replacement based on Time 2 levels of intercultural competence as measured by the IDI (Hammer, 2009). A total of seven corps members were grouped into three levels of intercultural competence—low (n = 3), mid (n = 3), and high (n = 1)—and were individually interviewed about beliefs regarding the role of culture in teaching and learning. The qualitative data were analyzed for emerging beliefs within groups and themes across groups. The qualitative data added richness to the quantitative profiles and furthered the understanding of corps members’ needs.
Results of this mixed methods research study indicated that TFA’s current program, selection, and training processes may result in colorblind corps members who minimize cultural differences, including the strengths and experiences of students of color, and negate the importance of CRP. Because Colorado TFA is seeking to adopt a culturally responsive approach, Colorado TFA must intentionally and explicitly shift: (1) its outcomes for students; (2) its desired teacher actions; (3) its professional development and training. Educational theory on CRP and preparing culturally responsive educators suggests that the development of intercultural competence, color-consciousness and White racial identity will produce culturally responsive educators and will ultimately result in positive and transformational outcomes for students.
"],"dc:format":["application/pdf"],"dc:identifier":["https://digitalcommons.du.edu/etd/338"],"dc:language":["en"],"dc:rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"dc:subject":["Colorblindness","Cultural competence","Culturally responsive pedagogy","Racial identity","Teach for America","Transformative","Bilingual, Multilingual, and Multicultural Education","Education","Teacher Education and Professional Development"],"dc:title":["Leveling the Field Is Not Enough: Promoting Culturally Responsive Pedagogy in Teach for America Through the Evaluation of Intercultural Competence, Colorblindness, White Racial Identity Attitudes, and the Belief That Culture Matters in Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T02:03:12Z"}