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An Exploration of Student Perceptions of Multicultural Content In 1 AN EXPLORATION OF STUDENT PERCEPTIONS OF MULTICULTURAL CONTENT IN AMERICAN SIGN LANGUAGE DISTANCE LEARNING COURSES: A CASE STUDY A doctoral thesis presented by Christina Hopewell-Albert to the Graduate School of Education In partial fulfillment of the requirements for the degree of Doctor of Education in the field of Education College of Professional Studies Northeastern University Boston, Massachusetts June 23, 2020 2 Copyright 3 Abstract Distance learning courses are on the rise and an increase in American Sign Language (ASL) education enrollments call for implementation of, and maintaining, best practices to ensure student success. The ASL curriculum should encompass content and resources that meet the learning needs of students from various cultural backgrounds. The purpose of this qualitative, single case study was to understand the online students’ perspectives and the impact of multicultural content embedded in an online American Sign Language curriculum within a distance education program. The study aimed to identify: 1) how the multicultural content promoted language acquisition, and 2) how the online program could integrate further materials that foster cultural competency for online students learning American Sign Language. This inquiry was conducted through a multicultural lens, specifically the Multicultural Curriculum Reform (MCR) Theory. Along with semi-structured interviews with online participants and end- of-session surveys, observations of archival videos and video artifacts were used as data sources. Three primary themes and nine sub-themes emerged from the data analysis: Cultivating Cultural Competence (cultural cognizance through awareness progression), Building Cultural Competence Through Engagement (perceptions of engagement practices), and Discerning Cultural Relevance (acknowledging content value). The findings were analyzed, interpreted, and positioned within the context of the multicultural framework and existing peer-reviewed literature. The study addressed implications for curriculum reform and practice, limitations within the study, and recommendations for future inquiry. KEYWORDS: American Sign Language, Multicultural Education, Distance Learning, Multicultural Curriculum Reform, Cultural Competence 4 Table of Contents Abstract……………………………………………………………………………………………3 Acknowledgement……………………………………………………………………………….10 Dedication………………………………………………………………………………………..12 Chapter One: Introduction to the Study and Theoretical Framework……………………..……..13 Statement of the Problem………………………………………………………………...13 Significance of the Research………..……………………………………………………15 Research Problem and Research Question………………………………………………16 Overarching Question……………………………………………………………16 Sub Question……………………………………………………………………..16 Definition of Key Terminology………………………………………………….17 Theoretical Framework: Multicultural Curriculum Reform Theory…………………….18 Guiding Tenets of Multicultural Five Dimensions………………………………19 Secondary Framework: Transculturalism………………………………………………..21 Completing Theory: Assessment of Constructivist Theory……………………..23 Justification for Multicultural Curriculum Reform Theory……………………...25 Alignment………………………………………………………………………..25 Conclusion……………………………………………………………………….26 Summation……………………………………………………………………………….26 Chapter Two: Literature Review………………………………………………………………...28 The American Sign Language Program………………………………………………….29 American Sign Language Second Language Education…………………………………30 Status of ASL Second Language (L2) Education………………………………..31 5 ASL Language Attitude………………………………………………….………34 ASL and Distance Learning…………………………………………………...…37 Perspectives on Distance Education………………………………………………..……38 Beneficial Inclusion Practices in Distance Education………………………..….39 Online Education and the Student Experience………………………………..…44 Distance Education Community and Culture……………………………………45 Multicultural Education………………………………………………………………….49 Banks’ Multicultural Curriculum Reform……………………………………….49 Banks’ Multiculturalism’s Five Dimensions…………………………………….53 Social Justice Lens in the ASL Online Platform………………………………...56 Summation……………………………………………………………………………….61 Chapter Three: Research Design ………………………………………………………………..63 Qualitative Research Approach………………………………………………………….63 Case Study Methodology………………………………………………………..64 Rationale for Case Study Approach……………………………………………..68 Participants…………………………………………………………………………….…69 Research Site……………………………………………………………………………..70 Data………………………………………………………………………………71 Procedures………………………………………………………………………………..75 Data Collection…………………………………………………………………..75 Data Storage……………………………………………………………………...76 Data Analysis…………………………………………………………………….76 Trustworthiness…………………………………………………………………..80 6 Validity and Credibility………………………………………………….80 Transferability……………………………………………………………81 Dependability…………………………………………………………….81 Confirmability……………………………………………………………81 Positionality Statement…………………………………………………………..82 Limitations………………………………………………………………………….……86 Summation…………………………………………………………………….…………87 Chapter Four: Findings and Analysis……………………………………………………………88 Online Participant Profiles……………………………………………………………….89 Overview of Course Evaluations………………………………………………………...93 Overview of Video Observations……………………………………………………….100 Theme One: Cultivating Cultural Competence…………………………………………105 Defining Multiculturalism and Inclusion……………………………………….106 Losing the Rose-colored Glasses……………………………………………….108 “This is hard”...........................................................................................109 Cultural Awareness Expansion…………………………………………110 Developing Empathetic Attitudes………………………………………………113 Connecting the Dots……………………………………………………………115 Theme Two: Building Cultural Competence Through Engagement…………………...119 Building a Bridge Between Communities……………………………………...119 Applying Cultural Theory to Practice…………………………………………..123 Aspiring Allies Versus Aspiring Helpers………………………………………124 Theme Three: Discerning Cultural Relevance………………………………..………...129 7 Meaningful Cultural Content…………………………………………………...130 Contextual Juxtapositions………………………………………………………133 Summation……………………………………………………………………………...137 Chapter Five: Discussion and Implications for Practice………………………………………..139 Interpretation of the Findings…………………………………………………………...140 Findings in Relation to the Theoretical Framework……………………………141 Finding 1: Cultivating Cultural Competence…………………………...141 Finding 2: Building Cultural Competence Through Engagement……...144 Finding 3: Discerning Cultural Relevance……………………………...146 Conclusions on Bank’s MCR Theory…………………………………………..147 Findings in Relation of the Literature Review……………………………….…148 Finding 1: Cultivating Cultural Competence…………………………...148 Finding 2: Building Cultural Competence Through Engagement……...152 Finding 3: Discerning Cultural Relevance……………………………..154 Other Analyses…………………………………………………………………155 Summation……………………………………………………………………………...157 Implications for Practice………………………………………………………..158 Online Instructional Designers…………………………………………158 Program Directors and Program Coordinators…………………………161 Online Facilitators and Language Mentors……………………………..162 Limitations……………………………………………………………………...162 Implications for Future Research……………………………………………….165 8 Conclusion……………………………………………………………………………...167 References...…………………………………………………………………………………….168 Appendices……………………………………………………………………………...………186 Appendix A: Interview Protocol and Questions………………………………………..186 Appendix B: Online Course Evaluation Form……...…………………………………..189 Appendix C: Recruitment Announcement……………………………………………...192 Appendix D: Consent Form…………………………………………………………….193 Appendix E: IRB Approval Form……………………………………...……………….197 Appendix F: IIA Form…………………………………………………………...……..198 9 Acknowledgements I want to acknowledge and thank the following contributors to the dissertation process and their support during my journey: ● Dr. Hattie Hammonds for taking on the role as my chief advisor (and editor) and working with me through many unexpected challenges over the past two years. I also would like to thank Dr. Clemons who served as a second reader. This was a learning experience that will follow me for years to come. ● Dr. Flavia Fleischer, my third reader, for jumping on the bandwagon as she does with almost all things in life. Her light and wisdom was a great source of inspiration to my academic journey. I am honored to have her be a part of this experience. ● Dr. William Garrow for planting the seed to what has become my lifelong commitment for social justice, and Jacqueline (Jax) Eugster for allowing me to join her in this work during my undergraduate years (and apply this to my dissertation)! ● Dr. H-Dirksen Bauman, Dr. Kim Pudans-Smith, and Frank Griffin for giving me the start of my career at Gallaudet University. The opportunity to contribute to and share my vision for this program is a great honor. I am grateful for the lessons given to me to continue growing in this field. I also want to thank wholeheartedly ASL Connect instructors, language mentors, and online students for sharing their experiences with me. ● My personal friends and colleagues who saw me through the most challenging stage of this process: Dr. Liza Offreda for her endless support and advice in how to navigate the online doctoral program; Storm Smith for her heart and eternal optimism I aim to model in this lifetime; Guthrie Nutter for always handing me a tissue and spending hours with me on strategizing the next best step; Shannon Engelhart for working alongside me and 10 sharing her perspective on best practices; and President Roberta Cordano
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