Date of Conferral

5-14-2025

Date of Award

May 2025

Degree

Ph.D.

School

Public Policy and Administration

Advisor

Donna Christy

Abstract

Teachers possess valuable knowledge about classroom experiences that remains untapped in educational policymaking, particularly concerning persistent achievement gaps for Black female students, which have resulted in less effective student academic growth outcomes when compared to White female peers. Although prior research has indicated the implementation of targeted education policies, few studies have explored how excluding educators’ insights about these policies have caused the achievement gap to widen based on race and gender comparisons. Grounded in Black feminist theory, the purpose of this qualitative intrinsic case study was to explore Black female teachers’ perspectives of how education policies influence the achievement gap based on their input on policy development. Through thematic analysis, five themes were identified: (a) teacher competence, (b) relationship building. (c) representation, (d) student coping mechanism, and (e) systemic inequalities. State legislatures, education agencies, superintendents, school boards, and principals can use these identified strategies to address the achievement gap. These Black female teachers also emphasized the need for more culturally responsive pedagogy, professional development tailored to diverse learners, and inclusive hiring practices. Findings supported the integration of teacher perspectives into education policy reform to ensure more effective and equitable solutions. Implications for positive social change include amplifying Black female educators’ voices in policy discussions toward equity to inform policy and practice to address the achievement gap for Black female students in urban school districts with similar demographics.

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