An Examination of Cuban-American Social Studies Teachers' Cultural Consciousness Relative To Their Identity, Educational Beliefs, And Curricular Decisions: A Critical Latino Theoretical Perspective

Authors

Victor BarriosFollow

Document Type

Dissertation

Degree

Doctor of Philosophy (PhD)

Major/Program

Teaching and Learning

First Advisor's Name

Sarah A. Mathews

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Eric Dwyer

Second Advisor's Committee Title

Committee Member

Third Advisor's Name

Jorge Duany

Third Advisor's Committee Title

Committee Member

Fourth Advisor's Name

Thomas Reio

Fourth Advisor's Committee Title

Committee Member

Fifth Advisor's Name

Aixsa Perez-Prado

Fifth Advisor's Committee Title

Committee Member

Keywords

Curriculum and Instruction, Education, Curriculum and Social Inquiry, Educational Sociology, Junior High, Intermediate, Middle School Education, Race and Ethnicity, Regional Sociology, Secondary Education and Teaching, Sociology of Culture

Date of Defense

11-4-2019

Abstract

The purpose of this research was to examine how five self-identified Cuban-American social studies teachers, in a city where they are viewed as the dominant culture, demonstrated ethnic and cultural identity, expressed educational beliefs on teaching and learning, promoted culturally diverse pedagogy, and approached the official curriculum relative to their cultural consciousness. This study used a qualitative research design with multiple case and cross-case analysis. Critical Latino theory was the theoretical framework employed for social and cultural categories pertinent to Latinx groups. The study found that the teacher-participants in this study reflected a dominant cultural ideology in Miami which influenced their pedagogy. The teacher-participants believed in student-centered pedagogy yet promoted teacher-centered activities. The teacher-participants accepted the official curriculum without much opposition. Finally, the teacher-participants did not provide adequate cultural inclusive pedagogy or teach as culturally competent educators. Teachers need to study their biases, perspectives, and prejudices to better understand their students of diverse backgrounds and instruct for cultural competency.

Identifier

FIDC008821

Recommended Citation

Barrios, Victor, "An Examination of Cuban-American Social Studies Teachers' Cultural Consciousness Relative To Their Identity, Educational Beliefs, And Curricular Decisions: A Critical Latino Theoretical Perspective" (2019). FIU Electronic Theses and Dissertations. 4341.
https://digitalcommons.fiu.edu/etd/4341