Date on Master's Thesis/Doctoral Dissertation

8-2021

Document Type

Doctoral Dissertation

Degree Name

Ed. D.

Department

Educational Leadership, Evaluation and Organizational Development

Degree Program

Educational Leadership and Organizational Development, EDD

Committee Chair

Thomas, Shelley

Committee Co-Chair (if applicable)

Ingle, W. Kyle

Committee Member

Carpenter, Bradley

Committee Member

Powers, Deborah

Author's Keywords

Culturally responsive pedagogy; culturally sustaining pedagogy; whiteness theory; urban education

Abstract

Teachers who are mostly White often do not understand their cultural disconnect from their mostly non-White students (Blaisdell, 2016; King, 1991). Having teachers exposed to, and competent with, Culturally Responsive Pedagogy (CRP) (Ladson-Billings, 1995) and Culturally Sustaining Pedagogy (CSP) (Paris, 2012) can help bridge that divide. Since CSP is a relative newcomer to educational pedagogy, this study was designed to discover what CSP traits teachers have and how these traits impact their students. This qualitative case study is comprised of four teachers at one urban high school that has historically been designated as not making adequate progress. These teachers are all White and were identified by their principal as ones who work well with their majority Black student population. Their responses show the degree to which they understand and incorporate CSP practices in their classrooms. From these data, implications for professional development and school practices are discussed.

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