{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/13183"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/13183","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"Examining the role of asset-based teaching approaches on the motivation and engagement of Black students in secondary ELA classrooms : a qualitative single case study.","abstract":"There is a need for equity in the educational system for Black students. K–12 schools lack sufficient representation of Black history and culture in the curriculum and often overlook the unique challenges faced by Black students. Additionally, K–12 schools fail to include asset-based teaching practices in the learning experience that empower Black students, all of which perpetuate inequities in the educational experiences of Black students. Lack of representation in the curriculum, coupled with the oversight of Black students' unique challenges and the absence of asset-based teaching approaches, create a disconnect between Black students and the educational environment. This disconnect negatively influences how Black students stay engaged and motivated in the learning experience, ultimately impacting their academic success. A qualitative single case study allowed me to gain insight into the role of asset based teaching approaches on the motivation and engagement of Black students in secondary ELA classrooms through the experiences and perspectives of four participants. Participants were purposefully and conveniently selected based on their years of experience successfully working with diverse teacher-to-student populations and their years of experience successfully working in Title I schools with reading literacy challenges. Three themes and findings emerged from this study. The first theme highlighted teacher adaptability, revealing that educators who are open-minded and flexible in adopting inclusive teaching strategies are successful in engaging Black students with the ELA curriculum. The second theme focused on student inclusivity, demonstrating inclusive learning experiences that reflect positive cultural representation and honors student voices and experiences, increasing the motivation and engagement of Black students. The third theme centered on positive student -teacher relationships. Findings from this theme indicated that genuine connections and cultural awareness foster positive student-teacher relationships which, in turn, increases the engagement and motivation of Black students. Implications from this study suggest that recognizing and utilizing the cultural backgrounds and experiences of Black students leverage the motivation and engagement of Black students. Moreover, additional inclusive teaching pedagogies that celebrate Black students are needed. There is also a need for more professional development opportunities for educators that center on asset-based teaching approaches.","abstract_html":"There is a need for equity in the educational system for Black students. K–12 schools lack sufficient representation of Black history and culture in the curriculum and often overlook the unique challenges faced by Black students. Additionally, K–12 schools fail to include asset-based teaching practices in the learning experience that empower Black students, all of which perpetuate inequities in the educational experiences of Black students. Lack of representation in the curriculum, coupled with the oversight of Black students' unique challenges and the absence of asset-based teaching approaches, create a disconnect between Black students and the educational environment. This disconnect negatively influences how Black students stay engaged and motivated in the learning experience, ultimately impacting their academic success. A qualitative single case study allowed me to gain insight into the role of asset based teaching approaches on the motivation and engagement of Black students in secondary ELA classrooms through the experiences and perspectives of four participants. Participants were purposefully and conveniently selected based on their years of experience successfully working with diverse teacher-to-student populations and their years of experience successfully working in Title I schools with reading literacy challenges. Three themes and findings emerged from this study. The first theme highlighted teacher adaptability, revealing that educators who are open-minded and flexible in adopting inclusive teaching strategies are successful in engaging Black students with the ELA curriculum. The second theme focused on student inclusivity, demonstrating inclusive learning experiences that reflect positive cultural representation and honors student voices and experiences, increasing the motivation and engagement of Black students. The third theme centered on positive student -teacher relationships. Findings from this theme indicated that genuine connections and cultural awareness foster positive student-teacher relationships which, in turn, increases the engagement and motivation of Black students. Implications from this study suggest that recognizing and utilizing the cultural backgrounds and experiences of Black students leverage the motivation and engagement of Black students. Moreover, additional inclusive teaching pedagogies that celebrate Black students are needed. There is also a need for more professional development opportunities for educators that center on asset-based teaching approaches.","abstract_has_math":false,"creators":["Dunning, Kayla C., 1995-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Foster, Marquita D."],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-08","date_published":"2024-08","updated_at":"2026-07-24T01:07:58Z","subjects":["Asset-based teaching.","Cultural competency.","Black students.","Culturally relevant pedagogy (CRP)","Opportunity gap."],"languages":["en"],"rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2104/13183","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Foster, Marquita D."]},{"key":"dc:creator","label":"Author","values":["Dunning, Kayla C., 1995-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-12-19T19:46:48Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-12-19T19:46:48Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-08"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Baylor University."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Asset-based teaching.","Cultural competency.","Black students.","Culturally relevant pedagogy (CRP)","Opportunity gap."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2104/13183"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["There is a need for equity in the educational system for Black students. K–12 schools lack sufficient representation of Black history and culture in the curriculum and often overlook the unique challenges faced by Black students. Additionally, K–12 schools fail to include asset-based teaching practices in the learning experience that empower Black students, all of which perpetuate inequities in the educational experiences of Black students. Lack of representation in the curriculum, coupled with the oversight of Black students' unique challenges and the absence of asset-based teaching approaches, create a disconnect between Black students and the educational environment. This disconnect negatively influences how Black students stay engaged and motivated in the learning experience, ultimately impacting their academic success. A qualitative single case study allowed me to gain insight into the role of asset based teaching approaches on the motivation and engagement of Black students in secondary ELA classrooms through the experiences and perspectives of four participants. Participants were purposefully and conveniently selected based on their years of experience successfully working with diverse teacher-to-student populations and their years of experience successfully working in Title I schools with reading literacy challenges. Three themes and findings emerged from this study. The first theme highlighted teacher adaptability, revealing that educators who are open-minded and flexible in adopting inclusive teaching strategies are successful in engaging Black students with the ELA curriculum. The second theme focused on student inclusivity, demonstrating inclusive learning experiences that reflect positive cultural representation and honors student voices and experiences, increasing the motivation and engagement of Black students. The third theme centered on positive student -teacher relationships. Findings from this theme indicated that genuine connections and cultural awareness foster positive student-teacher relationships which, in turn, increases the engagement and motivation of Black students. Implications from this study suggest that recognizing and utilizing the cultural backgrounds and experiences of Black students leverage the motivation and engagement of Black students. Moreover, additional inclusive teaching pedagogies that celebrate Black students are needed. There is also a need for more professional development opportunities for educators that center on asset-based teaching approaches."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Examining the role of asset-based teaching approaches on the motivation and engagement of Black students in secondary ELA classrooms : a qualitative single case study."]}]}],"canonical_facts":{"dc:contributor.advisor":["Foster, Marquita D."],"dc:creator":["Dunning, Kayla C., 1995-"],"dc:date.accessioned":["2024-12-19T19:46:48Z"],"dc:date.available":["2024-12-19T19:46:48Z"],"dc:date.issued":["2024-08"],"dc:description.abstract":["There is a need for equity in the educational system for Black students. K–12 schools lack sufficient representation of Black history and culture in the curriculum and often overlook the unique challenges faced by Black students. Additionally, K–12 schools fail to include asset-based teaching practices in the learning experience that empower Black students, all of which perpetuate inequities in the educational experiences of Black students. Lack of representation in the curriculum, coupled with the oversight of Black students' unique challenges and the absence of asset-based teaching approaches, create a disconnect between Black students and the educational environment. This disconnect negatively influences how Black students stay engaged and motivated in the learning experience, ultimately impacting their academic success. A qualitative single case study allowed me to gain insight into the role of asset based teaching approaches on the motivation and engagement of Black students in secondary ELA classrooms through the experiences and perspectives of four participants. Participants were purposefully and conveniently selected based on their years of experience successfully working with diverse teacher-to-student populations and their years of experience successfully working in Title I schools with reading literacy challenges. Three themes and findings emerged from this study. The first theme highlighted teacher adaptability, revealing that educators who are open-minded and flexible in adopting inclusive teaching strategies are successful in engaging Black students with the ELA curriculum. The second theme focused on student inclusivity, demonstrating inclusive learning experiences that reflect positive cultural representation and honors student voices and experiences, increasing the motivation and engagement of Black students. The third theme centered on positive student -teacher relationships. Findings from this theme indicated that genuine connections and cultural awareness foster positive student-teacher relationships which, in turn, increases the engagement and motivation of Black students. Implications from this study suggest that recognizing and utilizing the cultural backgrounds and experiences of Black students leverage the motivation and engagement of Black students. Moreover, additional inclusive teaching pedagogies that celebrate Black students are needed. There is also a need for more professional development opportunities for educators that center on asset-based teaching approaches."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/13183"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"dc:subject":["Asset-based teaching.","Cultural competency.","Black students.","Culturally relevant pedagogy (CRP)","Opportunity gap."],"dc:title":["Examining the role of asset-based teaching approaches on the motivation and engagement of Black students in secondary ELA classrooms : a qualitative single case study."],"dc:type":["Thesis"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["Baylor University."]},"updated_at":"2026-07-24T01:07:58Z"}