Date of Conferral
2022
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Dr. Ashraf Esmail
Abstract
Despite incorporating the culturally responsive teaching (CRT) method into the culturally diverse classroom, teachers struggle to implement the CRT method. The purpose of this basic qualitative study was to explore the perceptions of high school teachers about the effectiveness of using the CRT method to support the learning needs of their culturally diverse high school students in Midwest U.S. schools. The study sample was 12 high school teachers with 2 or more years of teaching experience who used CRT to teach a diverse class. Sixteen interview questions were used to collect the data with the participants through Zoom interviews that lasted 20–40 minutes. The 16 interview questions were probing and open-ended questions. The interviews were recorded and downloaded into Otter.ai and saved under the same Greek name given to the teacher. The results of direct interpretation data analysis produced three themes. First, more teacher training in CRT is needed. Second, CRT is primarily about the students’ race. Third, although most teachers understand CRT, they seem not to implement it consistently. Seventy percent of the teachers reported that if they were the same race as their students, this would be all they needed to understand their students culturally. Findings may encourage local school districts to introduce CRT-specific professional development for teachers, which may help them improve the academic performance of their diverse students.
Recommended Citation
Muhammad, Mahdee H., "Culturally Responsive Teaching With High School Teachers" (2022). Walden Dissertations and Doctoral Studies. 12793.
https://scholarworks.waldenu.edu/dissertations/12793
