Date of Award
4-21-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Topeka Singleton
Committee Members
Rebekkah Ward; Twila Patten
Abstract
A culturally-based pedagogy is an often cited and often neglected need in American schools. This neglect has contributed to academic failure and social distress in many of or minority youth, which affects communities throughout America. The problem addressed in this study was how to address the academic needs those students who are of a different social, cultural and ethnic consideration than that the “majority” of American school students. The researcher interviewed 11 secondary educators. Two research questions were explored: The first research question explored the perceptions and experiences of secondary educators regarding advantages and effective strategies for incorporating Culturally Responsive Teaching, and the second explored what challenges educators might face in applying such aa pedagogy. The interviews were analyzed to find common themes. The analysis of the data suggested that there are positive benefits seen in applying a Culturally Responsive Teaching approach in the classroom, and that there are positive ways to face challenges to such a pedagogical approach.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Hughley, Clyde Eugene, "Culturally Responsive Teaching: A Qualitative Study of Educator Perceptions Regarding Its Role and Significance in an Educational Setting" (2025). Student Theses and Dissertations. 679.
https://arch.astate.edu/all-etd/679
