Math, Science, and Social Studies Teachers' Attitudes toward Diversity and Accommodation of

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Graduate Theses and Dissertations
5-2013
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Nadia Khrais
University of Arkansas, Fayetteville
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Khrais, N. (2013). Math, Science, and Social Studies Teachers' Attitudes toward Diversity and
Accommodation of Diversity With Reference to Culturally and Linguistically Diverse Seventh, Eighth, and
Ninth Grade Students in a Mid-South State. Graduate Theses and Dissertations Retrieved from
https://scholarworks.uark.edu/etd/783
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MATH, SCIENCE, AND SOCIAL STUDIES TEACHERS' ATTITUDES TOWARD
DIVERSITY AND ACCOMMODATION OF DIVERSITY WITH REFERENCE TO
CULTURALLY AND LINGUISTICALLY DIVERSE SEVENTH, EIGHTH, AND NINTH
GRADE STUDENTS IN A MID-SOUTH STATE
MATH, SCIENCE, AND SOCIAL STUDIES TEACHERS' ATTITUDES TOWARD
DIVERSITY AND ACCOMMODATION OF DIVERSITY WITH REFERENCE TO
CULTURALLY AND LINGUISTICALLY DIVERSE SEVENTH, EIGHTH, AND NINTH
GRADE STUDENTS IN A MID-SOUTH STATE

A dissertation submitted in partial fulfillment
of the requirements for the degree of
Doctor of Philosophy in Curriculum and Instruction

By

Nadia Khrais
Yarmouk University
Bachelor of Arts in Fine and Applied Arts, 1987
Yarmouk University
Master of Arts in Anthropology, 1999
University of Arkansas
Master of Arts in Sociology, 2006

May 2013
University of Arkansas
ABSTRACT
The purpose of this study was exploring seventh, eighth, and ninth grade teachers’ attitudes and
beliefs in response to classroom diversity and how that is reflected on their instruction, learning
styles, communication patterns, instrumental materials, and assessment patterns in math, science,
and social studies subject areas. In this mixed-method research, the designed survey consisted of
59 questions based on Likert scale and obtained information of ten demographic factors. The
survey was delivered in two formats (online link and hard copy) to the participating schools in
three urban school districts in a Mid-South State. The survey data were analyzed by using both
frequency distribution to report descriptive statistics and percentages, and analysis of variance
(ANOVA) techniques to identify possible significant differences related to the demographic
factors.
Face-to-face semi-structured interview and classroom observation instruments were
employed to collect the data provided by teachers who completed the survey and agreed to be
interviewed and observed in practice. The interview instrument consists of ten open-ended
questions, while the interviews and observations were transcribed and coded for further analysis
and presented under each theme in order to provide more comprehensive data and better
understanding of the teachers’ attitudes and beliefs.
The results showed the attitudes reported by the participant teachers on seven main themes
namely value student’s culture and language, inclusion, teachers’ beliefs, teachers’ expectations,
training and preparation, learning needs, and teaching methods/teacher-student communication
patterns. These themes were developed and modified essentially to serve the purpose of this
research that were found to be effective as suggested by literature and previous researches.
The analyzed results identified the teachers’ positive and negative attitudes. The
participants exhibited positive attitudes reflected their awareness, understanding, and
appreciation of culturally and linguistically divers (CLD) students’ cultures, experiences, and
language. They welcomed CLD students’ inclusion in their subject area classrooms, and held
high expectations for all of their students. Simultaneously, they exhibited negative attitudes
towards integrating multicultural contents, assessment patterns, utilizing students’ first language,
applying different learning styles, using different communications patterns, and meeting the
different learning needs of CLD students. Additionally, the results identified some significant
differences related to the demographic factors.
In conclusion, the research findings identified some possible issues behind teachers’
negative attitudes to serve this population of students. In addition, limitations and suggestions for
future research were presented.

Keywords: Cultural/Language competent, Classroom observation, Communication patters,
Culturally and linguistically diverse students (CLD), Diversity, Inclusion, Learning needs,
Learning methods, Middle/Junior high grades, Mixed methods, Social constructivism
theory, Subject area teachers, Teacher attitudes, Teacher expectations, Teaching methods,
Qualitative data analysis, Quantitative data analysis.
This dissertation is approved for recommendation
to the Graduate Council.

Dissertation Director:

____________________________________
Michael J. Wavering, Ph.D.

Dissertation Committee:

____________________________________
Mounir A. Farah, Ph.D.

____________________________________
Felicia F. Lincoln, Ph.D.

____________________________________
Christian Z. Goering, Ph.D.
DISSERTATION DUPLICATION RELEASE

I hereby authorize the University of Arkansas Libraries to duplicate this dissertation when
needed for research and/or scholarship.

Agreed ____________________________________
Nadia Khrais

Refused _____________________________________
Nadia Khrais
ACKNOWLEDGMENTS

Because of the sheer amount of time that I have labored on this project, many people are
owed a debt of thanks. I am especially grateful to my dissertation committee chairman and
advisor Dr. Michael Wavering for being dedicated in assisting me obtaining the data essential for
this research, reviewing the study time and time again, and providing constructive comments
during many discussions.
I am deeply grateful to Dr. Mounir Farah for being instrumental in helping me getting
admission to the CIED PhD program, and who has been one of my dissertation committee
throughout this study. I also would like to extend my thanks to Dr. George Denny for his
patience and guidance which led to the successful completion of this research, despite his busy
work schedule, he always provided invaluable assistance and comments related to the statistical
analyses section. I am also grateful to Dr. Felicia Lincoln and Dr. Christian Goering for agreeing
to be members of my dissertation committee and for enriching my research with much needed
guidance and helpful suggestions.
I also would like to extend my sincerest thanks and appreciation to Dr. Neil Allison, Dr.
Dan Davis, and Mr. and Mrs. Hayes at the Department of Chemistry and Biochemistry for their
support, and encouragement which greatly and positively impacted this research. Likewise, many
thanks to Dr. Marsha Jones, Dr. Barry Owen, and Dr. Ginny Wiseman for assisting and
facilitating the survey distribution and the data collection process throughout this research.
Very special thanks go out to my family and parents whom always valued education and
encouraged me in the achievement of my higher education goal. Finally, I am especially thankful
for my husband and kids, their unconditional love, understanding, and encouragement were vital
in this accomplishment.
TABLE OF CONTENTS

PAGE
Chapter One ………………………………………………………………………….. 1
Introduction …………………………………………………………………... 1
Statement of the Problem …………………………………………………….. 4
Purpose of the Study …………………………………………………………. 6
Research Questions …………………………………………………………... 8
Conceptual Framework ………………………………………………………. 8
Summary ……………………………………………………………………... 11
Chapter Two …………………………………………………………………………. 12
Introduction …………………………………………………………………... 12
Literature Review ……………………………………………………………. 12
Teacher Attitudes towards valuing culturally and Linguistically Diverse

Students ………………………………………………………………………. 14
Teacher Attitudes’ towards having Linguistically Diverse Students ………… 17
Teacher Attitudes towards Variation of Instructions and Assessment Patterns 21
Summary ……………………………………………………………………... 24
Chapter Three ……………………………………………………………………….. 26
Methodology ………………...……………………………………………….. 26
Participants ………………………………………………………….. 28
Instrumentation ……………………………………………………… 28
Quantitative instrument …………………………………….. 29
Survey ……………………………………………... 29
Qualitative instruments …………………………………….. 32
Interviews …………………………………………. 32
Classroom observations …………………………… 33
Sampling …………………………………………………………….. 34
Credibility …………………………………………………………… 35
Qualitative Data Analyses Procedures ……………………………… 37
Quantitative Data Analysis Procedures ……………………………... 39
Summary ……………………………………………………..………………. 40
Chapter Four …………………………………………………………………..…….. 41
Introduction ……………………………………………………………….….. 41
Return Rates ………………………………………………………………..… 42
Demographic of Survey Participants ……………………………………….... 44
Demographic of Qualitative Participants …………………………………….. 45
Participant 1 …………………………………………………….…… 45
Participant 2 …………………………………………………………. 46
Participant 3 …………………………………………………………. 47
Participant 4 …………………………………………………………. 48
Results …………………………………………………………………...…… 49
Valuing Students’ Culture and Language ……………………………….…… 49
Survey ……………………………………………………………….. 49
Interviews …………………………………………………………… 52
Culture ……………………………………………..………. 52
PAGE
Language …………………………………………………… 60
Classroom Observations ……………………………………..……… 62
Culture ……………………………………………………... 62
Participant 1 classroom observation ……………..... 62
Participant 2 classroom observation ……………..... 64
Participant 3 classroom observation ………...…….. 65
Participant 4 classroom observation ………………. 67
Language ……………………………………………...……. 68
Teacher Attitudes towards Inclusion of CLD Students in Subject Area

Classes ……………………………………………………………………….. 68
Teachers’ Negative Attitudes towards CLD Students’ Inclusion …... 69
Survey ……………………………………………………… 69
Interviews …………………………………………..……… 70
Classroom observations ……………………………..…….. 71
Teachers’ Positive Attitudes towards CLD Students’ Inclusion ….… 72
Survey ………………………………………………...……. 72
Interviews ……………………………………………...…… 73
Classroom observations ……………………………...…….. 75
Teachers’ Beliefs about CLD Students Enrolled in their Subject Area Classes 76
Survey ……………………………………….………………………. 76
Interviews ……………………………………………..…………….. 77
Classroom Observations …………………………………………….. 80
Teachers’ Training ………………...…………………………………………. 81
Survey ……………………………………………………………..… 81
Interviews ………………………………………………………...…. 82
Teachers’ Expectation ………………………………………...……………… 86
Survey ……………………………………………………………..… 86
Interviews ………………………………………………………..….. 87
Classroom Observations ………………………..…………………… 91
Teachers’ Attitudes towards CLD Students’ Needs ……………………….… 92
Survey ……………………………………………………………….. 92
Interviews …………………………………………………………… 94
Classroom Observations ……………………………………..……… 97
Teaching Methods and Teacher-Student Communications …………….……. 98
Survey ……………………………………………………………….. 98
Interviews ………………………………………………………….... 101
Teaching methods …………………………………..……… 101
Communication ……………………………………..……… 110
Classroom Observation ………………………………………...…… 113
Participant 1 ………………………………..………………. 113
Participant 2 …………………………………………...…… 115
Participant 3 ………………………………………….…….. 116
Participant 4 …………………………………………...…… 118
Summary …………………………………………………………...………… 119