Date of Award


Document Type


Degree Name

Education (Ph.D)


Administrative and Instructional Leadership

First Advisor

Mary Ellen Freeley

Second Advisor

Randall F Clemens

Third Advisor

Elizabeth Gil


As student demographics across schools in the United States continue to become increasingly diverse, culture becomes a significant factor for educators. It is inextricably linked to the very fabric of identity in every individual and cannot be overlooked when it comes to student learning. Research into implementation of culturally responsive teaching (CRT) in schools proposes a viable solution and yet, much of the literature has been centered on African American and Hispanic populations, neglecting Asian learners. The purpose of this micro-ethnographic case study was to explore the relationship between school culture and student culture for Asian learners in a suburban high school with a majority Asian student population. The relationship between cultures was defined as how shared values and beliefs create meaningful connections for student motivation and learning. The focus was on how to empower Asian students to transcend assimilationist constraints embedded in school culture as well as to change how educators think and their perceptions about a multicultural approach to education. The study examined the perceptions and experiences of faculty and students within the culture of the school. Research methods and procedures revolved around qualitative measures with the use of a quantitative survey to complement: 1) qualitative collection and triangulation of data examining the role of culture within the school community, and 2) quantitative survey data using the Culturally Responsive Curriculum Scorecard (CRCS). Interviews focused on the educational leadership stance, the focus group investigated teacher perspectives on Asian culture as embedded in school culture, observations and artifacts examined the dynamic between culture and learning in the classroom, and the CRCS survey was used to evaluate the cultural responsiveness of English Language Arts (ELA) curriculum from the point-of-views of English teachers.