Date of Award
Doctor of Philosophy (PhD)
Educational Foundations & Leadership
Using a theoretical framework of critical race theory and conceptual frameworks of cultural education, this study explores the intersection of district-university partnerships and culturally responsive education. The purpose of this mixed methods case study was to examine the formulation and outcomes of a district-university partnership established to offer a college level course focused on anti-discrimination, equity and inclusion, and social justice in schools. Using survey data, I explored the relationship between participation in the course and the participants’ self-reflection in the areas of empathic concern and perspective taking, preparation for culturally responsive teaching and equitable practices, and comfortability with discussions about race. I conducted three interviews with course developers in the school district related to the sustainability of the partnership and the impact of the social-political context on the curriculum design. In addition, I examined how participants’ discourse during the course was reflective of empathic concern and perspective taking. Findings revealed participation in the course impacted educators’ self-reflection, and provided opportunities for discourse reflective of empathic concern and perspective taking. The district-university partnership demonstrated four elements of sustainability: well-defined administrative structure, clear focus, shared decision making, and ongoing process of evaluation. This research study will contribute to the field’s understanding of district-university partnerships in a rural setting, to school districts considering university-district partnership opportunities, and to universities and practitioners training current educators on culturally responsive practices.
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Copyright, 2022, by Trenice Shauntel Durio, All Rights Reserved.
Durio, Trenice S..
"Case Study of a District-University Partnership: Developing Culturally Responsive Educators in a Rural Setting"
(2022). Doctor of Philosophy (PhD), Dissertation, Educational Foundations & Leadership, Old Dominion University, DOI: 10.25777/1rw6-vc09