Date of Conferral



Doctor of Education (Ed.D.)




Julie Frese


The problem for this study was that K-5 teachers in a northeastern school district were challenged to implement culturally responsive teaching (CRT) practices in mathematics instruction. The purpose of this study was to explore K–5 teachers' perceptions about the challenges of using CRT practices in mathematics with culturally diverse students and to identify teacher suggestions for needed resources and training. Gay’s culturally responsive teaching theory formed the conceptual framework that guided this study. The research questions focused on providing K—5 teacher perceptions about their challenges of implementing CRT practices with culturally diverse students and about their suggestions for resources and training to improve mathematics instruction. A basic qualitative design was used to capture the insights of nine K-5 teachers through semistructured interviews; a purposeful sampling process was used to select the participants. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking. The results indicated that teachers faced challenges due to time constraints, lack of cultural awareness, access to culturally relevant resources, and inexperience using CRT practices. A professional development project was created to provide teachers with strategies and approaches for implementing and improving CRT practices. This study has implications for positive social change by creating a structure to provide teachers with CRT strategies and approaches for working with culturally diverse student populations.