Abstract:
The current study examined the relationship between teachers’ cultural competence and Multitiered System of Supports (MTSS) referrals for students belonging to racial/ethnic minority groups. Teachers serving grades kindergarten through five in two schools in a large, urban school district in Connecticut participated in the study. MTSS referrals were examined across three academic years. The MTSS framework addresses both academic and behavioral concerns; both types of referrals were addressed in this study. Cultural competence was measured in two ways: cultural competence training and a self-report questionnaire. The results indicated no significant relationships between teachers’ cultural competence training experiences and MTSS referrals, teachers’ cultural competence and MTSS referrals, and teachers’ cultural competence and the timing of MTSS referrals within the academic year. However, limitations were discussed, including barriers in methodology (i.e., measuring cultural competence) and the small sample size. Additionally, areas for further research were identified, especially as it relates to the MTSS framework, teachers’ cultural competence training, and professional development in the field for cultural competence. Overall, teachers’ training experiences continue to be an area of difficulty to assess. Training experiences rooted in multiculturalism remain an area of need and development for teachers, both pre- and in-service. Future research can be conducted in order to further explore the relationship between teachers’ cultural competence and their MTSS referrals, as well as the MTSS process in schools, as educators continue to learn about and operate within this framework.
Description:
Dissertation completed in partial fulfillment of the requirements for the Doctor of Psychology degree in School Psychology at Alfred University, Alfred, NY.
