Use of CREDE Standards among Career and Technical Education Teachers with Large Percentages of Hispanic Students

Abstract

The purpose of this study was to investigate teachers' use of the Center for Research on Education, Diversity, and Excellence (CREDE) standards to meet the unique cultural needs of Hispanic students. In addition, the influence of these factors on teachers' use of the CREDE standards were investigated, including teachers' (a) generation, (b) years of teaching experience, (c) CTE program area and (d) school district. The theoretical framework was Vygotsky's (1978) sociocultural theory, upon which the CREDE standards were developed. Fifty-five CTE teachers from Alabama, Tennessee, and South Carolina completed an online survey to assess use of CREDE standards. Relationships between study variables were assessed using ANOVAs. Results indicated that on average, participants used all five CREDE standards very often. Results also indicated use of the CREDE standards differed by program area taught, but not by school district, generation or years of CTE teaching experience.