{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/14123"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/14123","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"Examining students’ perceptions of culturally responsive teaching at a Northeastern United States middle school : a quantitative survey study.","abstract":"The underrepresentation of culturally responsive teaching (CRT) increases the opportunity gap and hinders the long-term success of students of color (Hernandez, 2022). Educators frequently lack the skills needed to implement CRT, a vital approach for creating inclusive environments that support students from diverse backgrounds and address the opportunity gap (Abdalla & Moussa, 2024). Teachers and school staff require practical examples and resources to effectively tackle the achievement gap and disproportionality within their schools (Griner & Stewart, 2013). CRT is underutilized, limiting educators’ abilities to address the opportunity gap and support the success of students from diverse backgrounds. The purpose of this quantitative survey study was to examine relationships among students’ perceptions of their teachers’ diverse teaching practices, cultural engagement, and affirmation of diverse languages before and after a CRT intervention at a Northeastern United States middle school. Dickson et al.’s (2015) CRT model served as the study’s theoretical framework. The framework incorporates the following constructs: diverse teaching practice, cultural engagement, and language acquisition. Participants included 60 sixth-grade students from diverse racial, ethnic, and gender backgrounds, taught by a single teacher who employed a culturally relevant teaching intervention. After analyzing the Student Measure of Culturally Responsive Teaching (SMCRT) scale, I compared pre- and posttest results. I found strong statistically significant positive correlations among diverse teaching practices and cultural engagement (r = .63) and cultural engagement and language affirmation (r = .59). Further, I found a medium statistically significant positive correlation between diverse teaching practice and language affirmation (r = .47). However, after using dependent samples t tests to compare differences among students’ perceptions of their teacher’s diverse teaching practices, cultural engagement, and affirming diverse languages after the intervention, I did not find statistical or practical significant results among the scores. The study highlights that the chancellor and central office policymakers can promote curriculum autonomy and support professional development by using tools like the SMCRT scale to assess CRT practices. Administrators can align instructional focuses and professional development with CRT. Teachers could use the SMCRT tool as a reflective strategy to enhance their culturally responsive practices.","abstract_html":"The underrepresentation of culturally responsive teaching (CRT) increases the opportunity gap and hinders the long-term success of students of color (Hernandez, 2022). Educators frequently lack the skills needed to implement CRT, a vital approach for creating inclusive environments that support students from diverse backgrounds and address the opportunity gap (Abdalla & Moussa, 2024). Teachers and school staff require practical examples and resources to effectively tackle the achievement gap and disproportionality within their schools (Griner & Stewart, 2013). CRT is underutilized, limiting educators’ abilities to address the opportunity gap and support the success of students from diverse backgrounds. The purpose of this quantitative survey study was to examine relationships among students’ perceptions of their teachers’ diverse teaching practices, cultural engagement, and affirmation of diverse languages before and after a CRT intervention at a Northeastern United States middle school. Dickson et al.’s (2015) CRT model served as the study’s theoretical framework. The framework incorporates the following constructs: diverse teaching practice, cultural engagement, and language acquisition. Participants included 60 sixth-grade students from diverse racial, ethnic, and gender backgrounds, taught by a single teacher who employed a culturally relevant teaching intervention. After analyzing the Student Measure of Culturally Responsive Teaching (SMCRT) scale, I compared pre- and posttest results. I found strong statistically significant positive correlations among diverse teaching practices and cultural engagement (r = .63) and cultural engagement and language affirmation (r = .59). Further, I found a medium statistically significant positive correlation between diverse teaching practice and language affirmation (r = .47). However, after using dependent samples t tests to compare differences among students’ perceptions of their teacher’s diverse teaching practices, cultural engagement, and affirming diverse languages after the intervention, I did not find statistical or practical significant results among the scores. The study highlights that the chancellor and central office policymakers can promote curriculum autonomy and support professional development by using tools like the SMCRT scale to assess CRT practices. Administrators can align instructional focuses and professional development with CRT. Teachers could use the SMCRT tool as a reflective strategy to enhance their culturally responsive practices.","abstract_has_math":false,"creators":["Haseley, Sylvan W., 1965-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Vaughn, Shelby Duncan."],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12","date_published":"2025-12","updated_at":"2026-07-24T01:08:00Z","subjects":["Culturally relevant pedagogy (CRP)","Middle school students."],"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. 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Teachers and school staff require practical examples and resources to effectively tackle the achievement gap and disproportionality within their schools (Griner & Stewart, 2013). CRT is underutilized, limiting educators’ abilities to address the opportunity gap and support the success of students from diverse backgrounds. The purpose of this quantitative survey study was to examine relationships among students’ perceptions of their teachers’ diverse teaching practices, cultural engagement, and affirmation of diverse languages before and after a CRT intervention at a Northeastern United States middle school. Dickson et al.’s (2015) CRT model served as the study’s theoretical framework. The framework incorporates the following constructs: diverse teaching practice, cultural engagement, and language acquisition. Participants included 60 sixth-grade students from diverse racial, ethnic, and gender backgrounds, taught by a single teacher who employed a culturally relevant teaching intervention. After analyzing the Student Measure of Culturally Responsive Teaching (SMCRT) scale, I compared pre- and posttest results. I found strong statistically significant positive correlations among diverse teaching practices and cultural engagement (r = .63) and cultural engagement and language affirmation (r = .59). Further, I found a medium statistically significant positive correlation between diverse teaching practice and language affirmation (r = .47). However, after using dependent samples t tests to compare differences among students’ perceptions of their teacher’s diverse teaching practices, cultural engagement, and affirming diverse languages after the intervention, I did not find statistical or practical significant results among the scores. The study highlights that the chancellor and central office policymakers can promote curriculum autonomy and support professional development by using tools like the SMCRT scale to assess CRT practices. Administrators can align instructional focuses and professional development with CRT. Teachers could use the SMCRT tool as a reflective strategy to enhance their culturally responsive practices."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Examining students’ perceptions of culturally responsive teaching at a Northeastern United States middle school : a quantitative survey study."]}]}],"canonical_facts":{"dc:contributor.advisor":["Vaughn, Shelby Duncan."],"dc:creator":["Haseley, Sylvan W., 1965-"],"dc:date.accessioned":["2026-01-21T16:16:05Z"],"dc:date.issued":["2025-12"],"dc:description.abstract":["The underrepresentation of culturally responsive teaching (CRT) increases the opportunity gap and hinders the long-term success of students of color (Hernandez, 2022). Educators frequently lack the skills needed to implement CRT, a vital approach for creating inclusive environments that support students from diverse backgrounds and address the opportunity gap (Abdalla & Moussa, 2024). Teachers and school staff require practical examples and resources to effectively tackle the achievement gap and disproportionality within their schools (Griner & Stewart, 2013). CRT is underutilized, limiting educators’ abilities to address the opportunity gap and support the success of students from diverse backgrounds. The purpose of this quantitative survey study was to examine relationships among students’ perceptions of their teachers’ diverse teaching practices, cultural engagement, and affirmation of diverse languages before and after a CRT intervention at a Northeastern United States middle school. Dickson et al.’s (2015) CRT model served as the study’s theoretical framework. The framework incorporates the following constructs: diverse teaching practice, cultural engagement, and language acquisition. Participants included 60 sixth-grade students from diverse racial, ethnic, and gender backgrounds, taught by a single teacher who employed a culturally relevant teaching intervention. After analyzing the Student Measure of Culturally Responsive Teaching (SMCRT) scale, I compared pre- and posttest results. I found strong statistically significant positive correlations among diverse teaching practices and cultural engagement (r = .63) and cultural engagement and language affirmation (r = .59). Further, I found a medium statistically significant positive correlation between diverse teaching practice and language affirmation (r = .47). However, after using dependent samples t tests to compare differences among students’ perceptions of their teacher’s diverse teaching practices, cultural engagement, and affirming diverse languages after the intervention, I did not find statistical or practical significant results among the scores. The study highlights that the chancellor and central office policymakers can promote curriculum autonomy and support professional development by using tools like the SMCRT scale to assess CRT practices. Administrators can align instructional focuses and professional development with CRT. Teachers could use the SMCRT tool as a reflective strategy to enhance their culturally responsive practices."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/14123"],"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. 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