{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/127307"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/127307","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Teachers’ perceptions and beliefs of incorporating culturally relevant pedagogies for students of color in an elementary school","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-12-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-12-01","abstract_has_math":false,"creators":["Pope, Jason"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Pak, Yoon","Roegman, Rachel","Hale, Jon","Rice, Patrick"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-08-12","date_published":"2024-08-12","updated_at":"2026-07-22T22:25:03Z","subjects":["Diversity","Elementary Education","Equity","Elementary","Culturally Relevant Pedagogy","Education","Culturally Responsive Pedagogy","Culturally Sustaining Pedagogy"],"languages":["en","eng"],"rights":["Copyright 2024 Jason Pope"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/127307","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pak, Yoon","Roegman, Rachel","Hale, Jon","Rice, Patrick"]},{"key":"dc:creator","label":"Author","values":["Pope, Jason"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-08-12","2024-12"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Diversity","Elementary Education","Equity","Elementary","Culturally Relevant Pedagogy","Education","Culturally Responsive Pedagogy","Culturally Sustaining Pedagogy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Jason Pope"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/127307"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-12-01","The student, Jason Pope, accepted the attached license on 2024-07-08 at 14:16.","The student, Jason Pope, submitted this Dissertation for approval on 2024-07-08 at 14:22.","This Dissertation was approved for publication on 2024-08-12 at 09:07.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20984 on 2025-03-28 at 14:42:21","Research and educational applications regarding culturally relevant pedagogy have shown that educators, especially white educators, need to be intentional about their instructional practices when teaching their diverse student bodies. Self-awareness, self-reflection, and recognition of human diversity (Ladson-Billings, 1995; Gay, 2002; Young 2010) can be seen specifically as elements within culturally relevant pedagogy that educators can use to address the needs of students of color. The work of the researchers in the literature review in developing theories around culturally relevant practices is crucial in helping these elements to become engrained in the intentional instructional practices of the educators and the study found that many of the elements for teachers is not sustained in their descriptions of their instructional practices. Teachers in the study were interviewed to ascertain if their instructional practices sustained culturally relevant work from one point in the school year to another. In interviewing teachers, their practices as well as their understanding of their practices, adjusts depending on their situations and what they allow themselves to fall back upon when challenges arise. For some that experience stressful, traumatic instances, self-preservation can be seen as the result rather than the needs of the students. With some intentional supports and professional development, culturally relevant pedagogy can be found in their descriptions of practice and the examples that they provide."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Teachers’ perceptions and beliefs of incorporating culturally relevant pedagogies for students of color in an elementary school"]}]}],"canonical_facts":{"dc:contributor":["Pak, Yoon","Roegman, Rachel","Hale, Jon","Rice, Patrick"],"dc:creator":["Pope, Jason"],"dc:date":["2024-08-12","2024-12"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-12-01","The student, Jason Pope, accepted the attached license on 2024-07-08 at 14:16.","The student, Jason Pope, submitted this Dissertation for approval on 2024-07-08 at 14:22.","This Dissertation was approved for publication on 2024-08-12 at 09:07.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20984 on 2025-03-28 at 14:42:21","Research and educational applications regarding culturally relevant pedagogy have shown that educators, especially white educators, need to be intentional about their instructional practices when teaching their diverse student bodies. 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For some that experience stressful, traumatic instances, self-preservation can be seen as the result rather than the needs of the students. With some intentional supports and professional development, culturally relevant pedagogy can be found in their descriptions of practice and the examples that they provide."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/127307"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Jason Pope"],"dc:subject":["Diversity","Elementary Education","Equity","Elementary","Culturally Relevant Pedagogy","Education","Culturally Responsive Pedagogy","Culturally Sustaining Pedagogy"],"dc:title":["Teachers’ perceptions and beliefs of incorporating culturally relevant pedagogies for students of color in an elementary school"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:03Z"}