Ripple Of Hope: Understanding The Lived Experience And Academic Achievement Of Latinx Students At Arrupe College And Dougherty Family College: A Case Study, Richard P. Virgin

Dissertations

One of the most common and important entry points into higher education for Latinx and other underrepresented students is through community college. However, national completion rates for Latinx community college students have been trailing their white peers. This gap in academic achievement has prevailed since the 1990s. The trailing rates of degree completion for Latinx students can lead to lower lifetime salary earnings, lack of career advancement, greater risk of losing employment, and an increased chance of living in poverty. However, a successful community college model may be seen as a disruptor in the educational sector due to its much …

Hearing Race In The Social Studies: A Critical Interpretive Synthesis Of Culturally Responsive, Relevant, And Sustaining Pedagogies, Karen H. Washburn

All Graduate Theses and Dissertations, Fall 2023 to Present

With the growing population of linguistically, racially, and culturally diverse students in U.S. public schools, there is increasing disjuncture between current standardized policies and practices and the varied ways of knowing, being, and languaging of heterogeneous youth. Social studies researchers and educators have implemented culturally responsive, relevant, and sustaining pedagogies as tools to combat inequities within schooling for linguistically minoritized youth. To explore how the field of social studies has operationalized these pedagogies in research and practice, I conducted a critical interpretive synthesis of literature from 1995-present. In so doing, I used a raciolinguistic theoretical perspective to explore how social …

Dream-Seekers (Ladson-Billings, 2009): An Analysis Of Culturally Relevant Pedagogical Development Through The Perspective Of Black Novice Teachers, Christina Grove, Nana Becoat, Michelle Cooley, Pablo Ramos Jr

Dissertations

ABSTRACT

Using critical race theory and Gloria Ladson-Billings' culturally relevant pedagogy as theoretical frameworks, this thematic narrative analysis study explored the epistemology and ontology of culturally relevant pedagogy by investigating the research question: How do Black novice teachers (years 1-5) become culturally relevant practitioners? The researchers conducted semi-structured interviews with Black K-12 public school teachers in which the participants reflected on how their upbringing, cultural identities, K-12 experiences, and teacher preparation program/process impacts their readiness to practice culturally relevant pedagogy. Five themes emerged from the narrative analysis: 1) K-12 racialized trauma; 2) racialized awakening and awareness; 3) the sanctuary of …

More Than Just Checking A Box: Teachers' Experiences Of Transformation In Equity-Focused Professional Learning, Melissa E. Moxley

Education Doctorate Dissertations

Pennsylvania has the largest disparity between student and faculty demographics. In fact, over half of Pennsylvania schools employ zero teachers of color. As student demographics change and teacher demographics remain the same, there is an ever-increasing need to train in-service teachers on diversity, equity, and inclusion tenets. Training teachers to be culturally competent requires them to alter their understandings in a transformational way. Often, cash-strapped districts attempt to produce training sessions in-house, developed by administrators who may have little training in the area themselves. This leads to professional learning that is left in the conference room once teachers leave. Research …

The Lived Experiences Of In-Service Teachers' Perceptions Of Culturally Responsive Education: A Hermenuetical Phenomenology, Joshua J. Jackson

Doctoral Dissertations and Projects

The purpose of this hermeneutical phenomenological study was to identify, describe, and interpret the lived experiences of in-service teachers with culturally responsive education. The theory guiding this study was the social cognitive theory, emphasizing reciprocal determinism, or the bi-directional relationship between the personal, environmental, and behavioral determinants. This study's central question asked, " What are the lived experiences of in-service teachers concerning the concept of culturally responsive education?" The study took place in a large, suburban school district in Florida. The researcher selected 10 participants who have at least three years of classroom experience and have received an equity-micro-credential, which …

Factors That Influence The Use Of Culturally Relevant And Responsive Pedagogies For Elementary School Leaders, Stephanie Lindstrom

Theses and Dissertations

The presence of minority students in public schools has highlighted the need for teachers and school leaders to seek and implement exclusive instructional strategies that will foster cultural diversity. The climate, culture, and vision of a school are a direct reflection of the school’s leadership. The purpose of this study was to explore the cultural readiness of elementary school leaders, as measured by the cultural readiness leadership scale (CRLS), and their beliefs and perceptions of culturally relevant and responsive practices. The foundational philosophy used to support this research was the transformational leadership theory. The research methodology entailed a mixed-method approach …

Faculty Perceptions And Integration Of Culturally Responsive Pedagogy In Programs Designed For Adult Learners, Jennifer Mattingly

Dissertations of Practice

Enrollment in colleges and universities has become increasingly diverse and with the looming demographic cliff, many institutions have turned more attention to the adult learner population. However, the diversity of the adult learner has often been overlooked, including in research about how culturally responsive pedagogy is incorporated into adult learning models. The purpose of this case study was to learn about how faculty in adult learning degree programs perceive and integrate culturally responsive pedagogy into their teaching practices. The case site was a department that offers degrees specifically designed for adult learners at a small, private liberal arts institution located …

Culturally Relevant Pedagogy In High School Science: Assessing The Implementation In Title 1 Classrooms, Micah Ducre

Doctor of Education in Teacher Leadership Dissertations

Culturally Relevant Pedagogy is defined as, using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively (Horowitz et al., 2018). Building relationships with students to understand their backgrounds and experiences to implement the best teaching practices such as accessing prior knowledge and making connections is imperative in a culturally diverse school with students with various learning styles, abilities, and interests. Moreover, the state of Georgia requires teachers to implement instructional practices relevant to students’ culture and learning abilities to receive proficient scores on their yearly evaluations. However, the state must provide its …

Food Sovereignty In Indigenous Communities: Extension Programs For Health, Culture, And Resilience, Katherine Hartmann

The Journal of Extension

Extension is not equitably serving Indigenous communities due to the effects of colonization in the Land Grant System, a lack of funding, and a lack of understanding of the needs of Indigenous communities. The concept of food sovereignty offers a way to create meaningful educational programming and, despite the inequitable access to services, there are some Extension educators that collaborate with Indigenous communities. To understand these collaborations, I investigated the Western Region of Extension through an interview study. The interviews revealed that educators are facilitating programs having to do with food sovereignty that meet communities’ goals and respect Indigenous sovereignty.

A Culturally Responsive Implementation Process Of A School-Wide Behavior Program Within An Mtss Framework Among Elementary Schools: A Descriptive Case Study, Ina Ramos

Doctoral Dissertations and Projects

The purpose of this descriptive case study was to describe if the process of the implementation of a school-wide behavior program within a Multi-Tiered Support System (MTSS) framework in elementary schools for educators, staff, and students would be culturally responsive and inclusive. The MTSS framework for behavior was generally defined as social-emotional behavior. Bandura’s Social Learning Theory and self-efficacy belief was the framework for this study as it explained the significance of the relationship between the program using a framework, such as MTSS, and the importance of being culturally responsive. The methodology that were used included interviews, focus group interviews, …

1, 2, 3: Counting On Problem Based Learning To Improve Mathematical Achievement In African American Students, Kelley P. Spahr

Theses and Dissertations

Mathematics is an important component of our everyday lives. It involves necessary skills, such as computation, problem solving, and critical thinking. In spite of this, a significant portion of our students are unable to demonstrate proficiency. These students are typically the underserved, marginalized students who are over represented in remedial classes and behavioral statistics (Gibson, 2022; Harper, 2010, 2021; Zilanawala, et al., 2018). This research study presented two instructional interventions, culturally relevant pedagogy and problem-based learning, to examine the impact of self-efficacy, critical thinking, and mathematical achievement. This study utilized a mixed-methods triangulation design. The participants of this study were …

The Role Of Cultural Capital In Improving Advanced Placement Outcomes, Kolbe Ricks

Education Theses and Dissertations

This work delves into the potential benefits and criticism of Advanced Placement (AP) courses, with a specific focus on the necessity of cultural capital to address disparities in access and success. The researcher argues that the broad content coverage in AP courses often leads to conventional lecture-based instruction that does not value cultural capital and limits student engagement and outcomes. To rectify this, recommendations are made to incorporate pedagogical approaches like culturally relevant teaching and providing teacher feedback and support that allows for the successful implementation of these practices. Numerous studies indicate that participation in AP courses predicts success in …

None Of Us Are Safe: How Leaders Sustain Culturally Responsive Elementary And Middle School Improvement Planning, Jerry B. Michel

Dissertations

In the spring of 2020, school leaders, school boards, and teachers faced challenges beyond the COVID-19 pandemic in the United States, finding themselves under attack for the perceived applications of critical race theory in school curriculum. These conditions made active engagement in equity-focused school improvement planning more challenging. School leaders and leadership teams may benefit from using an established framework to identify strengths and areas for growth around culturally responsive pedagogy for effective school improvement planning. This article explores the use of Hammond’s (2015) Ready for Rigor Framework as a tool for identifying prioritizing which conditions for culturally responsive pedagogy …

Exploring The Implementation Of Culturally Relevant Pedagogy To Support Black Male Middle School Students’ Success In Math, Shwanda Ifeoma Onwuachi-Robinson

Walden Dissertations and Doctoral Studies

AbstractTeachers’ understanding of the socioeconomic background may result in improved skills at addressing the barriers to the academic achievement for middle school Black male students. However, there is a lack of understanding regarding teachers’ perceptions of barriers and culturally relevant pedagogy (CRP) efficacy when educating Black students in the literature. The purpose of this basic qualitative study was to gain an understanding of how teachers are implementing CRP to support the academic achievement of middle school Black male students in math. Ladson-Billings’ culturally relevant pedagogy was used as the theoretical framework for this study. This study included research questions regarding …

Culturally Responsive Librarians: Shifting Perspectives Toward Racial Empathy, Elizabeth A. Burns

STEMPS Faculty Publications

Libraries are charged with being inclusive spaces for all patrons. Library (library and information science [LIS]) preparation programs, by extension, must prepare the next generation of librarians to meet the needs of an increasingly diverse population. It is imperative that today’s librarians are equipped to infuse diversity, equity, and inclusion (DEI) theory with best practice when establishing policy and procedure for the library environment, staff, and programing. With little research and no established protocol in LIS education, it is unclear how pre-service librarians are trained in DEI to meet the needs of all users. This exploratory study used a participatory …

Teaching And Learning That Takes Place In A Diverse English Classroom Through The Use Of Culturally Relevant Pedagogy, Sharon A. Dungee

Theses & Dissertations

As the demographics of the United States continue to diversify, teachers must implement culturally responsive instruction in their classrooms to reach all students. This qualitative case study used the theoretical framework of Ladson-Billings’ culturally relevant pedagogy (CRP) to examine how a White, Advanced Placement English teacher selected class literature, how her class of mostly 12th-grade students of color (one White student) responded to the book Native Son by Richard Wright, how the students saw themselves in the characters, and how they expressed their feelings during class discussions and assignments. The data collection was composed of teacher interviews, interview transcripts, classroom …

Unlocking Passion And Setting Students Free: The Impact Of Culturally Relevant Writing Instruction In A Middle School English I Classroom, Adam Whitaker, Trina J. Davis, Mónica V. Neshyba

Journal of Multicultural Affairs

Culturally relevant writing instruction has the potential to validate the voices of students often not heard. Documented disparities in student writing proficiency in grades K-12 indicate a pressing need to employ more effective approaches in facilitating writing instruction. This paper presents the findings of a mixed methods research study that explored eighth grade English I students’ middle school reading and writing preferences, writing experiences, and the impact of culturally relevant writing instruction. Data were gathered from 63 students via reflective journals, writing interest forms, learning logs, and writing artifacts collected throughout a 3-week writing unit. Our findings reveal that writing …

Preservice Teachers And Curricular Matters: A Reflection On Field Sites As Transformative Spaces, Annmarie Dull, Elizabeth Chase

Northwest Journal of Teacher Education

Field experiences are essential to teacher preparation and education, and they are enriched by strong community partnerships where preservice teachers build knowledge from mentor teachers, families, students, and other stakeholders. The influence that the neoliberal agenda has on education forces preservice teachers and the preparation programs they attend to make difficult decisions about creating and sustaining these field experiences. In this paper, we call attention to the difficulties preservice teachers—and the preparation programs they attend—face when seeking to challenge social injustice and curriculum epistemicide. In so doing, we end with ideas for future consideration and scholarly inquiry.

The Pedagogy Of Renewal: Black Women, Reclaiming Joy, And Self-Care As Praxis, Ashley R. Hall, Tiffany J. Bell

Journal of Communication Pedagogy

The 2020 quote defining the pandemic era was “The New Normal,” which, for Black women, implies a need for structural and personal transformation. In this essay, we incorporate the concepts of culturally relevant pedagogy (Bell & Jackson, 2021) and critical autoethnography (Boylorn, 2020; Boylorn & Orbe, 2021) to amplify a Black feminist ethos of self-care as an embodied praxis. Reflecting on the embodied experiences of two Black women professors, we advance a crucial notion of self-care as a pedagogy of renewal to reclaim joy through generative and transformative modes, methods, and meanings.

Social Foundations Of Education And The Teacher Development Continuum: A Case Study Of A University-Based Induction Program, Bryanna L. Montpeirous

Theses and Dissertations

Given the expanding racial, socio-economic, and cultural divide between student and teacher populations in U.S. public schools, pre-service and early-career teachers need to develop the cultural competence necessary to navigate an increasingly diverse population of students. To do so, pre-service and early-career teachers must cultivate an understanding of how education and schools are affected by the structure of and issues within society. The field of social foundations of education (SFE) provides an opportunity to assist prospective and current teachers in developing the critical inquiry skills and cultural competence needed to persist in teaching an increasingly diverse population of students.

This …

Supporting Black Children Within A Eurocratic Educational System: Making Culturally Relevant Pedagogy Foundational To The Role Of The Literacy Coach, Jennipher C.K. Frazier

Theses and Dissertations

This critical qualitative study documented what was learned about the process of making culturally relevant teaching foundational to the commitment of a literacy coach while working closely with a kindergarten and first grade teacher for one school year. Critical Race and Black Critical (BlackCrit) theories were the driving theoretical frameworks used to design the study, represent findings, and provide insight into the process of working to make culturally relevant pedagogy (CRP) foundational to the role of a literacy coach with a particular focus on supporting the Black child. The methods used to gain knowledge about CRP as foundational to the …

Culturally Responsive Teaching In Higher Education, Andrew P. Johnson

The International Journal of Equity and Social Justice in Higher Education

One of the major tenets of culturally responsive teaching is that students’ current culture is used as a necessary starting point for learning. Here, Students’ linguistic tools, their ways of seeing and being, and their background knowledge are used as a foundation for learning. Culturally responsive teaching consists of three interconnecting elements: (a) high academic standards that focus on students’ total intellectual growth, (b) cultural competence and inclusion, and (c) critical or sociopolitical consciousness. These elements are interdependent. Meaning that culturally responsive teaching is found at the intersection and interconnection of all three. This article ends by describing some strategies …

An Examination Of Educator Perspectives On Career And College Pathways For Black, Indigenous, And Students Of Color With Disabilities, Rachel Anne Herrick

Dissertations and Theses

Black, Indigenous, and students of color (BIPOC students) in high school, who are dually experiencing the socially constructed labels of race and disability (BIPOC-SWD), are not provided with equitable access to Career and College Pathway (CCP) programs, which contributes to a lack of preparedness and success within postsecondary settings. Despite school reform policy efforts that incorporate Culturally Relevant Pedagogy (CRP) and Career and College Readiness frameworks, BIPOC-SWD perpetually have lower achievement rates, poorer postsecondary outcomes, and are less prepared for careers or college.

Utilizing a Disability Critical Race Theory (DisCrit) lens, this comparative case study was used to examine educator …

Amplifying Arab American Heritage Language Students' Voices: A Multiple Case Study On Translanguaging Practices And Identity Negotiation In University Arabic Classrooms, Lina Gomaa

Dissertations and Theses

Little research has been conducted on Arab American students at universities and specifically, in the heritage language studies field. The experiences of Arab American heritage language (AAHL) students are significantly less examined than those of other heritage language students. Arabic language curricula and instructional practices in universities tend to privilege the teaching of Modern Standard Arabic over dialects, which marginalizes heritage learners' prior knowledge of the Arabic culture and its language, specifically Arabic dialects used in their home communities. These phenomena can create a non-affirming learning experience for these students. As such, in this study, I addressed these questions:

• To …

Cultural Melting Pots: Strategies To Mitigate Culture Shock For Immigrant Students, Luis A. Sanchez Martinez

Health, Exercise, and Sports Sciences ETDs

With the increase of immigration and diversity in the United States, challenges with integrating various student backgrounds in public education have risen over the last several years. While student success is the priority for teachers, it has been challenging to keep students engaged, motivated, and culturally respected. By offering strategies to school administrators, counselors, and teachers including physical educators, to integrate culture and school content with the purpose to create successful students and build a stronger community. Furthermore, present psychological effects when children move to a new country.

An Examination Of Early Childhood Teachers’ Perceptions Of Discussing Race With Children, Sarah Elizabeth Kubly

Theses and Dissertations

This qualitative study examines early childhood teachers’ perceptions and practices with regard to talking to young children about race. Through an online survey and an individual interview with two early childhood teachers, I uncovered three findings: a) teachers’ understandings of their students’ racial awareness, b) teachers’ current classroom practices regarding race, culture, ethnicity, and c) challenges teachers faced in talking about race with their students along with possible sources of support. Based on these findings, I concluded that teachers made the decision not to directly confront the issue of race with their students due to feelings of fear and discomfort. …

A Case Study On Critical Consciousness In Dual Language Bilingual Education, Caroline A. Hesse

Theses and Dissertations

This ethnographic case study explores how dual language bilingual education (DLBE) educators understand, enact, and acquire their perceptions of and tools to educate for critical consciousness, especially in relation to culturally and linguistically diverse students who are often labeled as “emergent bilinguals”, “native Spanish speakers” and/or “ELLs”. The present study responds to Cervantes-Soon’s (2014) call for attention to critical consciousness in DLBE. Hence, the purpose is to gain insight into the role of critical consciousness in DLBE educators’ work. The findings inform practitioners’ as well as scholars’ work, and lend insight for those who study critical consciousness, …

Culture Of Care And Prosocial Leadership: Autoethnography Of An Elementary School Principal Navigating Covid-19, Ashley Marie Davis

Dissertations and Theses

Since 2016, I have been serving as principal at Davis Elementary School, a Title 1 school in Portland, Oregon. This autoethnography is a reflective account of my role as a principal during Covid-19 school closures and reopening. School systems and school leaders had to become more adaptive to change and had to find ways to creatively deal with Covid-19 challenges. Utilizing the conceptual frameworks of (a) culture of care informed by the constructs of ethic of care, cultural wealth in critical race theory, and culturally responsive leadership; and (b) prosocial leadership, this autoethnography used self-reflection and thematic analysis to elucidate …

From Allies To Abolitionists: Developing An Abolitionist Consciousness And Anti-Racist Practices In White Teachers, Deonna Smith

LMU/LLS Theses and Dissertations

This study sought to investigate the efficacy of a professional development designed to equip teachers with antiracist practices and support them in developing an abolitionist mindset. The study was designed for white teachers. Participants of the study engaged in a 6-week course grounded in a constructivist learning theory, TLT, and centered around the text, We Want to Do More Than Survive by Love (2019). Participants also engaged with a variety of other texts and resources grounded in asset pedagogies. The sessions were participant-led and focused on cultivating the skills for antiracist teaching while cultivating a mindset grounded in abolition.

The …

Teachers’ Perceptions Of Language Learners And Culturally Relevant Pedagogy, Niyoka S. Johnson

Walden Dissertations and Doctoral Studies

English language learner (ELL) students come from diverse linguistic backgrounds, and educators need specific training in second language acquisition and content instruction to provide culturally responsive instruction leading to academic success. This phenomenological interpretative analysis was designed to explore the lived experiences of general education middle school teachers of ELL students and their practices of culturally relevant pedagogy in diverse classroom environments. The theoretical foundation of this study was grounded in both social constructivism and diversity pedagogy theory, as both theories support the construct of sociocultural interactions experienced by educators in this setting. The research question inquired about the perceptions …