Exploring Culturally Responsive Math Professional Development During A Third Grade Math Professional Learning Community: A Qualitative Participatory Action Research Study

Background: School populations across the country are more diverse with students of various racial, educational, and linguistic backgrounds. Traditional teaching methods no longer meet the learning needs of all students. Therefore, more culturally responsive approaches are required that draw on the cultural resources that students, particularly Black males, bring to the learning process. The theoretical framework for this study was Culturally Responsive Pedagogy. Purpose: The purpose of this study was to explore third-grade suburban teachers’ experiences and perspectives of a weekly mathematics professional learning community process focused on the learning and implementation of culturally responsive pedagogy. This research study explored the following questions: 1. What are third-grade teachers’ perspectives of their experiences of implementing Culturally Responsive Math Professional Development (CRMPD) during Math Professional Learning Communities (MPLC) focused on Culturally Responsive Pedagogy (CRP)? 2. What are third-grade teachers' perceptions of engaging in weekly Math Professional Learning Communities (MPLC) as part of Participatory Action Research Study (PAR), which informed and influenced their math teaching to improve Black male students’ math performance? Methodology: Qualitative modified participatory action research was the methodology and research design chosen for this research study. The participants included four third-grade math teachers (co-researchers) from a suburban elementary school. Archival documents were reviewed prior to the study to get a historical picture of student performance in math. Three semi-structured interviews were conducted, one prior to the Culturally Responsive Math Professional Development (CRMPD) provided during PLCs, a follow-up interview after the second week of CRMPD, and a third one after the CRMPD. A focus group interview took place at the end of the CRMPD to gain an insight into the groups’ thoughts regarding Culturally Responsive Math Professional Development during Math Professional Learning Communities (MPLC). Interviews were transcribed word for word, and member checking was used to check for accuracy and creditability. Significance: This work of third-grade math teachers during math PLCs had not been studied to provide culturally responsive instruction to approve math achievement for all students, especially Black male students