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A SOCIOCULTURAL PERSPECTIVE

A SOCIOCULTURAL PERSPECTIVE. IMPACT OF TEACHER PERCEPTION ON LOW INCOME STUDENT LITERACY SUCCES.

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A SOCIOCULTURAL PERSPECTIVE

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  1. A SOCIOCULTURAL PERSPECTIVE IMPACT OF TEACHER PERCEPTION ON LOW INCOME STUDENT LITERACY SUCCES

  2. Forty-nine percent of 4th graders eligible for free and reduced-price meals finished below “Basic” on the NAEP reading test. Forty percent of 8th graders eligible for free and reduced-price meals scored below “Basic” on the NAEP reading test(NCES, 2009) • (Auerbach, 1989) • Lareau (1987), Dyson, (1993), Street, (2001): Philosophical Framework • Purcell-Gates (1996), Rodriguez & Tamis-LeMonda (2011), (Sui-Chu & Willms, 1995). : No Generalizing! Establishes all low income families are not “literacy impoverished”, which means teachers should not be making this generalization without evidence. • (Alvidrez & Weinstein, 1999; Roscigno & Ainsworth-Darnell, 1999; Hughes & Kwok, 2007; Huss-Keeler, 1997, Smith & Jussim, 1998; Eccles & Jussim, 1992). • (Huss-Keeler, 1997; Alvidrez & Weinstein, 1999; Hughes, Gleason & Zhang, 2005). The Context

  3. The current research has focused the frame of reference to examine only literacy success. This study is asking: • (1) is socioeconomic status predictive of the nature of teacher perceptions of home literacy environment and parent literacy support? • (2) Do teacher perceptions of home literacy environment and parental literacy support affect low income literacy achievement? • (3) Through what mediating variables do teacher perceptions affect student literacy success? Current Study

  4. Subjects: The data will be derived from a single 4th grade classroom at Centennial Elementary school located in Springfield, OR. Centennial elementary school is placed in a mixed income neighborhood. This elementary school serves 400 students. Two-thirds of the students (about 77%) are eligible for free and reduced lunch. This has established Centennial as building that receives Title 1 Federal support. • (Student demographics variables will be included: standard deviation for student age, grade, sex, race, socioeconomic status, type of special education received. Teacher demographic variables will also be reported including age, years of teaching experience, race, sex, highest educational degree, and certifications.) Methods: Participants

  5. Parental Literacy Support: Survey • Home Literacy Environment: Survey • Student Literacy Success: Test scores, Student Survey, Teacher reported Grades and literacy level, Observations • Socioeconomic Status: Free and Reduced Lunch Measures

  6. Upon parental consent, Home Literacy Environment Survey as well as Parental Literacy Support surveys will be sent home with students. • Parents will be asked to fill out each survey and send it back with student in their homework folder. • Participating teachers will be asked to fill out each of these surveys for every student in the classroom. • Teachers will be asked to return these completed surveys to researchers by the end of the fall quarter. • Several observations: Coding will be done after data narrative is collected • Collecting of grades and reading level information. • Possible interview if there is some item of great interest Procedure

  7. My ideal world: • Start with Correlations (r) • Move to ANOVAs (f statistic) • End with regression (r squared): • Likely this will not turn out as nicely as I would like  • Could turn into Chi-Square (nonparametric testing) Possible Analysis

  8. Correlations establish a relationship • ANOVA looks at if there is a significant difference between teacher perceptions of Low SES and middle class students • Regression Answers: (1) is socioeconomic status predictive of the nature of teacher perceptions of home literacy environment and parent literacy support? (2) Do teacher perceptions of home literacy environment and parental literacy support affect low income literacy achievement? • Observations will look at mediating variables: • How are teacher perceptions affecting low income students? • Through positive and/or negative interactions…through engagement level… Mixed Methods

  9. Teachers believe that low income students come from “at risk” environments that are “literacy deprived”. They believe these students start out with a deficit. • These perceptions lead teachers to challenge and encourage low income students to a lesser extent than their more affluent peers. • Teachers may even give students fewer opportunities to have positive experiences with literacy (i.e. taking home literacy materials) • This leaves students less motivated, less engaged and less likely to be successful with formal literacy learning. Possible Findings

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