Date of Award
Fall 10-12-2019
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Christopher Maddox, Ph.D.
Second Advisor
Monica Nagy, Ph.D.
Third Advisor
Tony Goss, Ph.D.
Abstract
Inner-city school environments include the location, size, demographics, and diversity of the school population, working conditions, and administrative support. In this study, I explored the perception of minority immigrant teachers about inner-city school climates. A phenomenological research design was chosen as a method to explore the detailed descriptions of the phenomena and interpretation of the data. Cultural identity, critical race, and multicultural teacher theories served as the framework for the research. Study participants were minority immigrant teachers who received formal education up to high school in their home countries and currently work in inner-city schools. The participants were asked to discuss their perceptions, experiences, strengths, challenges, and contributions to inner-city schools. Findings concluded that the rate of marginalization, prejudice, and discrimination against minority immigrant teachers in the inner-city schools was high. Participants believed they demonstrated resilience by asserting themselves as professionals who pursued their dreams and goals in the face of challenges. The consensus of the participants is that multicultural education programs are needed to help minority immigrant teachers understand the U.S. educational system. The program will provide informational opportunities for the school community to embrace diversity and acceptance of immigrant teachers and support the immigrant teachers’ assimilation of the new culture. Findings from this study may contribute to conversations about ways to support minority immigrant teachers, especially those working in urban cities in learning about the culture and climates different from their home countries.