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.
Doctor of Education (Ed.D.)
College of Community Innovation and Education
Educational Leadership and Higher Education
Educational Leadership; Executive Track
Length of Campus-only Access
Doctoral Dissertation (Campus-only Access)
Bailey, Rolando, "The Impact of Culturally Responsive Instruction on Academic Achievement" (2023). Electronic Theses and Dissertations, 2020-. 1860.
Restricted to the UCF community until August 2028; it will then be open access.