Ryan, CindyHyman, RandyGraf, Nicole2011-05-262017-04-142011-05-262017-04-1420102010https://hdl.handle.net/11299/187461Presented in Partial Fulfillment of the Requirements for The Master of Special Education Degree in the College of Education and Human Service Professions, University of Minnesota Duluth, 2010Committee names: Cindy Ryan (Chair), Randy Hyman. This item has been modified from the original to redact the signatures present.The intent of this study was to examine cultural proficiency as described by elementary school teachers. Urban elementary schools employ many teachers who do not share the same cultural identities as their students. Because of this, and other factors, a persistent achievement gap is developing between these students of color and their peers. Urban teachers throughout the United States are working to raise student achievement. Student achievement is higher when students feel supported culturally and emotionally as well as academically. Through interviews with elementary teachers, the researcher gained insight into the perceptions and opinions that are held about cultural proficiency as a means to support the learning needs of urban elementary school students.enCultural proficiencyElementary school teachersUrban elementary schoolsMaster of EducationDepartment of EducationCollege of Education and Human Service ProfessionsUniversity of Minnesota DuluthPlan Cs (coursework-based master's degrees)Multicultural education -- United StatesElementary school teaching -- United StatesCultural awareness -- Study and teaching (Elementary)-- United StatesMinorities -- Education (Elementary)-- United StatesScholarly Text or Essay