An Examination of Cuban-American Social Studies Teachers' Cultural Consciousness Relative To Their Identity, Educational Beliefs, And Curricular Decisions: A Critical Latino Theoretical Perspective
Doctor of Philosophy (PhD)
Teaching and Learning
First Advisor's Name
Sarah A. Mathews
First Advisor's Committee Title
Second Advisor's Name
Second Advisor's Committee Title
Third Advisor's Name
Third Advisor's Committee Title
Fourth Advisor's Name
Fourth Advisor's Committee Title
Fifth Advisor's Name
Fifth Advisor's Committee Title
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
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.
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.
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Sociology Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Race and Ethnicity Commons, Regional Sociology Commons, Secondary Education and Teaching Commons, Sociology of Culture Commons
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).