Date of Conferral

9-5-2024

Date of Award

September 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Cathryn Walker

Abstract

The problem addressed in this study was the struggle that U.S. secondary teachers experience when implementing culturally responsive teaching (CRT) strategies. Guided by the culturally responsive education model as the conceptual framework, the purpose of this basic qualitative study was to explore secondary teachers’ perceptions of their successes, challenges, and needs in implementing CRT to support student achievement and foster a sense of belonging. Data were collected via semistructured interviews with 10 participants who (a) taught in Grades 6–12, (b) had a minimum of 2 years of teaching experience, and (c) had knowledge of and experience using CRT strategies. Data analysis involved a priori and open coding to identify codes, categories, and themes. The emergent themes were (a) successful, intentional implementation of CRT strategies and professional growth; (b) positive student experiences; (c) school and parent connections and collaborations; (d) limitations of curricula and materials; (e) lack of knowledge of students’ experiences and cultures; (f) student resistance; (g) recommendations for staff improvements; (h) need for access to culturally responsive resources, and (i) improved community education and engagement. The findings may contribute to positive social change by informing stakeholders regarding essential practices with diverse populations to ensure that students are academically successful and feel a strong sense of belonging in the classroom environment with peers and teachers.

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