First Advisor

Samuel Henry

Term of Graduation

Spring 2008

Date of Publication

5-23-2008

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership

Department

Educational Leadership

Language

English

Subjects

Science teachers -- United States, Multicultural education -- United States, Multiculturalism -- United States

DOI

10.15760/etd.7840

Physical Description

1 online resource (vi, 123 pages)

Abstract

The development of multicultural science teaching practices is becoming more crucial as the student population in public schools becomes more diverse. Multicultural teaching practices are even more important when disparities in science achievement can be delimited by racial, ethnic or cultural affiliation. Using a phenomenological perspective, this study explored science pre-service teachers' sense of self after a year of teacher education. Content analysis of themes arising from the study identified three areas specific to their sense of self: (a) the unconscious influence of beliefs about science culture, (b) the fundamental beliefs of the U.S. middle class, and (c) superficial beliefs about multicultural teaching practices. These themes illuminated the essence of the phenomenon: emerging internal contradictions challenging the sense of self.

Rights

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).

Comments

If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to pdxscholar@pdx.edu and include clear identification of the work, preferably with URL.

Persistent Identifier

https://archives.pdx.edu/ds/psu/37714

Download

Share

COinS