Abstract

The problem this action research study addressed was the evolution and influence of cultural competence in k12 classroom practice, handbook, and discipline policies. Two k12 elementary teachers were surveyed electronically. A content analysis was conducted on the handbook policies. The results showed that cultural competence is essential in education.

Methodology

This pilot study occurred in an urban public k12 elementary school in the Midwest. The participants were selected because they were k12 public elementary school teachers. The school was in a community surrounded by family-style homes. The student population of the school was 364. The student demographics were 93% African American, 3% multi-cultural, 2% white, 1% Pacific Islander, 1% Hispanic, and Asian and American Indian 0% (less than two students). The school was staffed with 24 teachers.

Two elementary teachers were selected to complete a survey. The survey responses were analyzed for
comparisons. The data was stored on a secure computer accessed only by the researcher. The results were presented qualitatively. The district handbook and discipline policies were analyzed to determine if cultural competence was incorporated in the framework. The results of the content analysis was presented quantitatively in a frequency count data chart.

Pilot Study Components

National Context

According to the National Center for Education Statistics (2022), the cultural demographics of elementary and secondary high school classrooms consisted of white, black, Hispanic, Asian, Pacific Islander, American Indian, Alaska Native, and two or more unidentified cultures.

This data showed that students of color made up at least 75% of total enrollment in 2019. Taking a deeper look into the data revealed that students of color included "Hispanics (60 %), Black (59 %), and Pacific Islander (54 %) students attended public schools".

Situational Context

According to the Missouri Department of Elementary and Secondary Education, student enrollment for the 2020-21 school year consisted of white, Pacific Islanders, Multiracial, Hispanic, Black, Asian, and American Indian students.

The highest enrollment was white students representing 69.6%. The lowest enrollment was Pacific Islanders and American Indians students representing 0.4 %. Asian students represented 2.1%, Multiracial students represented 4.9%, Hispanic students represented 7.2%, and black students represented 15.4%.

Past Research

Establishing a culture where students can thrive academically and grow socially requires teachers and administrators to embrace cultural competence from the perspective that every student, regardless of their cultural background, deserves an environment where they can excel.

Learning does not start in the classroom; it begins with teachers reflecting on and confronting ideologies that may hinder their success in the classroom. Then, they can work together to explore and find common ground while appreciating differences. (Gadsen Holliday, 2021).

Pilot Study Results

The results of the content analysis and teacher survey were insightful. Both provided a more in-depth perspective on how teachers and districts embrace cultural competence. Cultural competence is essential in policies and instruction because it sets the tone for teaching, instructing, and interaction. Cultural competence is not an option but a necessity in education.

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