Abstract

The racial academic achievement gap, identified as the underachievement of racially, culturally, ethnically, and linguistically diverse (RCELD) students and documented by research, is visible in all education organizations (Griner & Stewart, 2013; National Center for Education Statistics, 2019; O'Connor, Hill, & Robinson, 2009). Since the United States Supreme Court decision of Brown v. Board of Education of Topeka, Kansas, repudiating the concept of separate but equal, laws concerning the need for equal education access have been enacted and educational policies have been created and implemented, but this achievement gap continues to exist (Williams, 2011). Culturally responsive leadership and culturally relevant pedagogy are research-based theories and practices that work towards meeting the needs of the growingly diverse population (Gay, 2018). A mixed method design utilized the explanatory sequential approach to research what culturally responsive beliefs, espoused practices, and supports elementary public-school principals convey in high performing urban schools. The design included the use of surveys and interviews to collect anonymous data from principals on their experiences in these roles and the influences they convey at their urban elementary school to narrow the racial academic achievement gap. Survey data collected with the use of Qualtrics Survey Software and interview data collected through individual interviews were conducted. Audio recordings of the interviews were transcribed and reviewed for themes. Creswell's six steps of data analysis and interpretation were utilized to analyze and interpret the data collected. Multiple reliability and validity measure occurred in this study. The results are compiled for future implications and recommendations are made.

Notes

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Graduation Date

2020

Semester

Spring

Advisor

Martin, Suzanne

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Learning Sciences and Educational Research

Degree Program

Education

Format

application/pdf

Identifier

CFE0008037; DP0023177

URL

https://purls.library.ucf.edu/go/DP0023177

Language

English

Release Date

May 2020

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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