Date of Conferral



Doctor of Education (Ed.D.)




John Harrison


The problem addressed in this study was that elementary teachers in a culturally and racially diverse school district in the Midwest did not have adequate training, support, and resources to implement culturally responsive teaching strategies. The purpose of this qualitative study was to explore teachers’ perspectives on their current needs for training, support, and resources to effectively implement culturally responsive teaching strategies. This study was grounded in the conceptual framework of culturally responsive teaching. Data were collected from a purposeful sample of 11 elementary teachers in the study district through semistructured interviews. The thematic analysis of the data revealed that while the findings corroborated aspects of existing literature, they also provided novel insights, particularly in terms of resource management challenges and the significance of inclusive community engagement, offering a deeper understanding of fostering culturally responsive teaching practices. The findings suggest that elementary teachers would benefit from targeted training, support, and resources to create a culturally responsive learning environment. Recommendations include the development of interventions and resources to assist teachers in effectively implementing culturally responsive instructional strategies, taking into account diverse educational contexts and equitable resource allocation, in order to foster positive social change in educational settings. The findings of this study have the potential to contribute to positive social change by fostering an inclusive and supportive educational environment within the specific midwestern school district, leading to improved outcomes for both educators and students. Additionally, the insights gained from this research could inform practices in other urban school districts facing similar challenges, amplifying the potential for broader positive social impact.