Abstract

The study examined whether Culturally Responsive Instructional practices would improve academic outcomes for Black male high school students in an urban school district. Unfortunately, educational policies and societal challenges have created different experiences for Black and White students (Darling-Hammond, 2005). Those experiences contributed to lower literacy rates, test scores, and dropout rates. According to Howard (2010), Culturally Responsive Instruction increases the academic outcomes for diverse students. However, some teachers struggle to effectively implement cultural responsive pedagogy to improve outcomes for Black male students. The literature suggests utilizing methods centered in student's lived experiences can help them overcome societal barriers. However, some teachers struggle to provide quality instruction for Black male students. For this reason, principals need to ensure that teachers have the training to meet Black male students needs.

Notes

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Graduation Date

2023

Semester

Summer

Advisor

Bartee, RoSusan

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Executive Track

Identifier

CFE0009694; DP0027801

URL

https://purls.library.ucf.edu/go/DP0027801

Language

English

Release Date

August 2028

Length of Campus-only Access

5 years

Access Status

Doctoral Dissertation (Campus-only Access)

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