Date of Conferral
8-21-2025
Degree
Ph.D.
School
Education
Advisor
Ruby Burgess
Abstract
Culturally relevant pedagogy (CRP) has been shown to help educators address the unique educational needs of African American students. While research has supported the belief that CRP promotes a sense of belonging and positively influences academic achievement, there remains a lack of research regarding elementary teachers’ perceptions of their implementation of CRP specifically when teaching reading to African American students. Framed by Ladson-Billings’s CRP framework, the purpose of this basic qualitative study was to explore elementary teachers' perceptions of their implementation of CRP when teaching reading to African American students. Using a basic qualitative design, data were collected through semistructured interviews with 12 elementary teachers who had at least 1 year of teaching experience, including teaching African American students. Thematic analysis using open coding determined that teachers (a) articulated specific barriers to implementation and noted approaches to overcoming those challenges, (b) recognized the importance of noncurricular aspects of creating successful environments for CRP, and (c) were clear on their role in providing appropriate curricular and instructional approaches that supported CRP. These findings may support positive social change by providing stakeholders with insight into teachers’ experiences, which can inform efforts to promote equitable reading outcomes and foster culturally responsive learning environments for African American students. In turn, this approach may promote academic and social success for African American students and contribute to a more just society that values the identities and experiences of all learners.
Recommended Citation
Little, Chelsea Renae, "Implementation of Culturally Relevant Pedagogy in Elementary Reading Instruction" (2025). Walden Dissertations and Doctoral Studies. 18317.
https://scholarworks.waldenu.edu/dissertations/18317
