Abstract
This article draws from a larger dissertation study that applied ethnographic and historical research methods to explore the intersection of culturally responsive pedagogy and Catholic schooling in immigrant communities. In particular, this article presents qualitative data analysis to describe student achievement expectations at a contemporary urban Catholic elementary school. By examining teacher, student, and parent perspectives on academic achievement, the article explores the degree to which the caring demonstrated at the school is/is not consistent with a notion of “culturally responsive caring” in the scholarly literature surrounding theories of culturally responsive pedagogy.
DOI
10.15365/joce.1702082014
First Page
154
Last Page
171
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Dallavis, C. (2014). Culturally Responsive Caring and Expectations for Academic Achievement in a Catholic School. Journal of Catholic Education. https://doi.org/10.15365/joce.1702082014
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Administration and Supervision Commons, Educational Leadership Commons, Higher Education Commons, Other Education Commons, Teacher Education and Professional Development Commons
CatholicEdJrnl
