Date of Award

2023

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Richard Bernato

Second Advisor

Catherine DiMartino

Third Advisor

Ceceilia Parnther

Abstract

According to the U.S. Census Bureau, by 2060, the White population in the United States is projected to fall by more than 20 million people, while the Hispanic, Black, Asian, and Biracial populations are expected to increase (Vespa, 2020). There is a mismatch between the adopted curriculum and the student population. Are teachers prepared to teach the diverse students in their classrooms? To better understand the current status and to support the teachers, the study incorporated the work of Gay (2010, 2013, 2018), Ladson-Billings (1992, 1995, 2008, 2014), and Paris (2012) and examined the factors influencing culturally responsive teaching. Utilizing a phenomenological methodology, this study was designed to acquire an understanding of a teacher’s knowledge, skills, beliefs, attitude, and disposition to be effective. The study also investigates teachers’ resources and their relevance to the students’ diversity. Through purposeful sampling, the researcher recruited middle school English Language Arts teachers. The data was collected through teacher interviews and an investigation of teacher artifacts, curriculum, and literacy texts. The study aimed to explain the significance of teachers’ culturally responsive teaching to the student-teacher relationship, classroom culture, and instruction. The study is significant to the field since marginalized students have often been overlooked and not reflected in classroom culture, curriculum, and literary text.

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