Date of Award
6-12-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Amany Saleh
Second Advisor
Randy Caffey
Committee Members
Lee-Anne Oros
Call Number
ISBN 9798280761162
Abstract
Culturally responsive teaching is essential in ensuring that teaching and learning allows all students to feel seen and heard thus giving them a voice to have in their educational experiences. This qualitative case study aimed to explore teachers’ perceptions of culturally responsive teaching (CRT). In this exploration, the study focused on teacher knowledge of CRT, curriculum and materials that reflect CRT, and instructional strategies teachers perceived engaged CRT. This study lends itself to the theoretical framework of culturally responsive teaching (Geneva Gay) and culturally relevant pedagogy (Gloria Ladson-Billings). These frameworks guided the study in understanding what is needed from teachers to enhance student engagement for African American students in high school English classes. This study was guided by three research questions which warranted the results of the study. Some of the themes that emerged are reflective practice, empowering and belonging, equity-drive pedagogy, representation and relatability, culturally relevant connections, multimodal and multimedia approaches, personalized connections, and intentional grouping. The recommendations for future research and practice include prioritizing CRT in professional development and content selection and extending CRT to all content areas and grades.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Woodard, Dominique Leonardo, "Enhancing Student Engagement for African American Students in High School English Through Culturally Responsive Teaching" (2025). Student Theses and Dissertations. 1062.
https://arch.astate.edu/all-etd/1062
