Making Culture Relevant: Implementing a Culturally Responsive Curriculum in a Faith-Based School by Jennifer Schmidt A curricular project submitted to Sonoma State University in partial fulfillment of the requirements for the degree of Master of Arts in Education Committee Members: Dr. Perry Marker, Chair Dr. Karen Grady Lyle Bennett, M.Div. May 12, 2016 Copyright 2016 By Jennifer Schmidt ii Authorization for Reproduction of Master’s Thesis Permission to reproduce this thesis in its entirety must be obtained from me. DATE: May 12, 2016 Jennifer Schmidt iii Making Culture Relevant: Implementing a Culturally Responsive Curriculum in a Faith-Based School Thesis by Jennifer Schmidt Abstract Purpose of the Study: The purpose of this study is to develop and implement a unit of culturally responsive curriculum in a faith-based setting and identify the problems and issues that might arise with the intersection of faith-based directives and culturally responsive curriculum. Procedure: Student feedback was an important element to the success of this project. Before the unit design began, demographic information in the form of a survey was collected from the students. The unit itself was designed with tenets of culturally responsive pedagogy as a guide. Throughout the teaching of the unit, data was collected through formative assessments, summative assessment, text engagement strategies, and both small and large group discussions. At the culmination of the unit, a student focus group was formed and using a question and discussion format; students responded to the ideas presented in the literature and their thinking about those ideas. Findings: Choosing content that reflected the ethnic and cultural diversity of the class was important not only because students saw themselves in the curriculum but because it provided students with knowledge of people and cultures different than themselves. Combining that content with text engagement strategies and discussions taught students to listen, ask questions, look for evidence, and carefully choose their words. One issue that arose was the need to deliberately connect social justice themes of inclusion and acceptance with religion. Another issue was the need to apply a faith-based qualified approach. Conclusions: While a faith-based setting easily lends itself to cultural competence and academic success, teachers in that setting might feel constrained in their approach to sociopolitical consciousness by the religious dogma of the sponsoring church, and even though a “qualified approach” might be necessary, culturally responsive teaching in a faith-based setting is still important as it prepares students to function in a diverse world because children, immersed in the religious values and morals of their home culture and educated to question the inequities of the world, will fight for social justice. M.A. Program: Education Sonoma State University iv Acknowledgement I knew from the beginning that I needed Dr. Perry Marker to chair my committee. In the three classes that I have taken from him, I have found him to be a challenging master teacher who has pushed my thinking in ways that I never could have imagined, and he has continued to push my thinking through this thesis process. It is evident that Dr. Marker finds joy in teaching and guiding his students. I am forever grateful for all of his time, patience, and wisdom. Dr. Karen Grady and Lyle Bennett have rounded out the perfect committee. Dr. Grady is another exceptional teacher who stretches her students intellectually and models excellent classroom practice. I wish I could have taken more classes from her. Lyle Bennett is not only a great friend but a trusted colleague. I have learned so much from him in our work together, and everyday he inspires me to be a better teacher. My greatest joy is being the mother of Katie and Jake. They continue to enrich my life with laughter and laundry. I have been blessed with a loving husband who supports my desire to keep learning. He is my best friend. My journey on this earth is also enhanced with the companionship of numerous furry and feathered friends who keep me balanced and appreciative. My parents, Mel and Juanita Madche, gave me the most important gifts of love and security. They raised me in a perfect bucolic environment and immersed our family in numerous outdoor adventures, animals, and books. Their guidance nourished my curiosity and started me down the road to a lifelong love of reading and learning. v Table of Contents Chapter Page I. Introduction to the Study ....................................................................................... 1 Context for the Study ............................................................................................. 1 Problem Statement ................................................................................................. 3 Significance of the Project ..................................................................................... 4 Support for the Study ............................................................................................. 7 Methodology .......................................................................................................... 9 Definition of Terms ................................................................................................10 Limitations .............................................................................................................12 II. Review of Related Literature ................................................................................13 Introduction ...........................................................................................................13 Defining Culture ....................................................................................................16 Culture & School ...................................................................................................17 Culture & Religion .................................................................................................19 Multicultural Education .........................................................................................20 Multicultural Education & Religion ......................................................................25 Culturally Responsive Pedagogy Theory ...............................................................26 Theory to practice ..................................................................................................34 Culturally Responsive Curriculum ........................................................................37 Challenges to Implementing Culturally Responsive Pedagogy .............................39 Opposition to Culturally Responsive Pedagogy ....................................................43 Culturally Responsive Pedagogy & Faith-Based Schools .....................................45 vi Conclusion .............................................................................................................48 III. Methodology ..........................................................................................................51 Purpose of the Study ..............................................................................................51 Description of the Sample ......................................................................................51 Project Description & Rationale ...........................................................................52 Measurement ..........................................................................................................54 Procedures ..............................................................................................................54 Procedures for Data Analysis .................................................................................54 IV. Findings .................................................................................................................56 Introduction ...........................................................................................................56 Rationale for Planning the Unit ............................................................................58 Planning the Unit ..................................................................................................62 Data Collection .....................................................................................................68 Discussion of Findings from Quick Writes ..........................................................70 Discussion of Findings from Short Story Annotations .........................................75 Discussion of Findings from Classroom Thinking Strategies ..............................85 Discussion of Findings from Personal Narratives ................................................91 Discussion of Findings from the Focus Group .....................................................93 Conclusion ............................................................................................................ 103 V. Major Findings and Suggestions for Further Study ............................................. 106 Introduction .......................................................................................................... 106 Major Findings ..................................................................................................... 107 Looking Back ....................................................................................................... 115 vii Future Curriculum ...............................................................................................