Date of Conferral

Winter 2025

Date of Award

11-3-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Dr. Amy White

Abstract

Recent studies convey the critical need for teachers to use culturally relevant pedagogy (CRP) to engage Black boys in literacy instruction. The problem was that in the Sunshine School District (SSD: a pseudonym), pre-kindergarten (pre-K) teachers found it challenging to engage Black boys in literacy instruction. Framed by Ladson-Billings’s CRP, the purpose of this basic qualitative study was to explore how pre-K teachers engaged Black boys in literacy instruction and how teachers’ instructional practices aligned with CRP. To collect data, a purposeful sample of 11 pre-K teachers from SSD participated in semistructured interviews. Thematic analysis, using open coding, was applied to determine the three themes indicating how pre-K teachers: (a) created learning environments which extended beyond the school, (b) faced challenges in meeting the instructional needs of Black boys and desired ongoing training, and (c) used some practices that were inconsistent with CRP. In response to the findings, a 3-day professional learning (PL) was developed to benefit teachers in understanding CRP and providing ongoing support. The results showed how teachers provide learning environments that align with academic achievement, partial cultural competence, and zero critical consciousness based on the meaning of CRP. If the PL project is implemented, teachers may promote positive social change in the classroom that reinforces support for Black boys, and the ongoing training may increase instruction to better align with CRP. This kind of engaging, relevant instruction may better meet the needs of Black boys, which may help promote better engagement and kindergarten readiness. By promoting kindergarten readiness, young children are more likely to succeed in school and more likely to persist in their education.

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