Date of Conferral

1-5-2026

Date of Award

January 2026

Degree

Ph.D.

School

Education

Advisor

John Harrison

Abstract

Culturally responsive teaching (CRT) bridges students’ cultural experiences with academic learning; however, novice science teachers often lack the preparation to apply it. This study addressed the problem that teachers without sufficient preparation to support culturally diverse learners are teaching middle grades science. Grounded in Freire’s critical consciousness and informed by Gay’s CRT principles, the purpose of this study was to explore the experiences and perspectives of middle grades science teachers in their first 5 years of teaching regarding their use of CRT to plan and implement science lessons. Data from 12 semistructured interviews with novice middle grades science teachers were analyzed through inductive thematic analysis using an open-coding approach. Findings showed that novice science teachers often enter the profession underprepared and without adequate institutional support at the study district. Despite this, science teachers developed cultural awareness, implemented CRT, built supportive classrooms, viewed science as a tool for equity, navigated structural challenges, and sought to bridge the gap between teacher preparation and classroom realities. Recommendations include integrating science-specific CRT training into teacher preparation programs and examining how these practices develop early in teachers’ careers through coaching, learning communities, and equity-centered curricula. By illuminating instructional practices teachers can use to build confidence, identity, and opportunity for culturally diverse youth, students’ science literacy may be strengthened, thereby supporting positive social change over time.

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