A survey of Chautauqua county secondary teachers' perceptions of culturally and linguistically diverse students and teacher practices

Abstract

The purpose of this study was to investigate the perceptions secondary education teachers had about students from culturally and linguistically diverse (CALD) backgrounds, as well as their perceptions on culturally relevant practices (CRP) in their classrooms and curriculums. This study used an electronic survey which consisted of a total of 14 items and a Likert type scale that addressed teacher attitudes towards CALD students and CRP in the classroom. The participants included 61 middle and high school level teachers in Chautauqua County schools. Findings determined that teachers generally agreed that CALD home culture affects academic performance. However, teachers did not agree whether CALD students were disadvantaged specifically because of their home cultures. Based on these results, teachers understand that it is their responsibility for adapting curriculum to suit CALD student needs. [from author's abstract]