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Culturally Responsive Practices: Addressing the Overidentification of Culturally Diverse Students in Special Education

Vereen- Thomas, Sharrie' (2022) Culturally Responsive Practices: Addressing the Overidentification of Culturally Diverse Students in Special Education. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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The paper aims to explore the impact of teachers’ culturally responsive self-efficacy on the overidentification of students from historically oppressed and historically marginalized communities in special education. The current study collected mixed methods data through primary and secondary means, which included critically reviewing the existing work of scholars on or around the mentioned aspect. Likewise, primary quantitative data has been collected by conducting surveys that also included open-ended questions. The participants who volunteered to be a part of the current study were pre-kindergarten to fifth-grade teachers, therapists, behavioral health professionals, psychologists, counselors, and other education service providers. The primary measurement tool used to inform the research questions that guided the study was the Culturally Responsive Teachers Self-Efficacy (CRTSE) Scale created in 2007, which was designed by Kamau Siwatu. The survey questionnaire consisted of 41 Likert-type questions, with a range of 0–100, where zero reflected the lowest confidence level and 100 represented the highest confidence level. Although the qualitative data has been collected by including open-ended questions in the questionnaire, the 3-hour professional development session was held via Google Meet to accommodate social distancing protocol. A semistructured interview was conducted with five participants after attending the professional development session.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Vereen- Thomas, Sharrie'smv41@pitt.edusmv41
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairMcCarthy,
Committee MemberKokka,
Committee MemberDyson,
Date: 13 May 2022
Date Type: Publication
Defense Date: 17 February 2002
Approval Date: 13 May 2022
Submission Date: 13 April 2022
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 89
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Keywords: culturally responsive education, self-efficacy, special education, teachers’ self-efficacy
Date Deposited: 13 May 2022 16:50
Last Modified: 13 May 2022 16:50


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