Date of Conferral

7-23-2026

Date of Award

July 2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Nancy Williams

Abstract

Despite state mandates requiring culturally responsive teaching (CRT) implementation, the problem addressed by this study was that urban high school teachers are not consistently integrating CRT practices with Black students in Reading/English language arts (RELA) courses. Guided by the CRT framework, the purpose of this basic qualitative study was to explore the experiences of urban high school teachers with incorporating CRT practices with Black high school students in RELA courses in Maryland. Data were collected through semistructured interviews with 10 RELA teachers. Through open coding, the following three themes emerged: the need for increased and targeted professional development, structured opportunities for teacher-to-teacher collaboration and reflection, and greater access to culturally relevant resources. Based on the findings, a policy recommendation paper was developed. This study contributes to positive social change by amplifying the voices of RELA teachers serving Black students. If teachers’ experiences are considered for additional training and resources, teachers might be able to better support Black students which, in turn, might advance their learning and benefit society by producing future citizens who are better prepared with transferable RELA skills designed for leadership, innovation, and cultivation of meaningful change.

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