“I hypothesize that teachers who engage in this study’s professional development utilizing immersive experiences will develop a depth of awareness and sentiment that will inspire them to engage in more conscious decision-making and thus an increased intentionality regarding the enactment of culturally responsive classroom practices,” Powell said.
Powell recognizes that there is a gap in literature that explains how to effectively translate culturally responsive theory into practice and methods to develop teachers who are prepared to meet this critical need. She intends for her findings to provide valuable insight for teachers, school leaders, and districts about the conditions that support and limit efforts to disrupt racism and inequity in schools.
Powell is specializing in Learning, Teaching, Cognition, and Development for her doctoral work. Distinguished Professor Jacquelynne Eccles and Assistant Professor Adriana Villavicencio serve as her advisors.
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