This is a qualitative phenomenographic study that uses the theoretical frameworks of Culturally Sustaining Pedagogy (CSP) (Paris, 2012), Intergroup Contact Theory (Allport 1954), and Social Constructivism (Smagorinsky, 2007) to evaluate how 7th grade students at a Title I middle school in the Southeastern United States experience the phenomenon of peer relationships in the context of a CSP writing unit. Students created, peer edited, and shared multimodal “Where I’m From” (Lyon, n.d.) poems in intentionally created groups. The researcher collected data via participant interviews, participant journals, and a researcher reflection journal. Findings indicated that students developed a better understanding of their peers, built connections, felt more comfortable in class, improved their relationships with their peers, and made new friends as a result of the intervention.
","abstract_html":"<p>This is a qualitative phenomenographic study that uses the theoretical frameworks of Culturally Sustaining Pedagogy (CSP) (Paris, 2012), Intergroup Contact Theory (Allport 1954), and Social Constructivism (Smagorinsky, 2007) to evaluate how 7<sup>th</sup> grade students at a Title I middle school in the Southeastern United States experience the phenomenon of peer relationships in the context of a CSP writing unit. Students created, peer edited, and shared multimodal “Where I’m From” (Lyon, n.d.) poems in intentionally created groups. The researcher collected data via participant interviews, participant journals, and a researcher reflection journal. Findings indicated that students developed a better understanding of their peers, built connections, felt more comfortable in class, improved their relationships with their peers, and made new friends as a result of the intervention.</p>","abstract_has_math":false,"creators":["Kane, Melissa"],"institution":null,"degree_name":"Doctor of Education in Secondary Education - English (Ed.D)","degree_level":"Dissertation","degree_discipline":"Secondary and Middle Grades Education","degree_department":null,"school":null,"contributors":["Jennifer S. Dail, Ph.D.","Rachel E. Gaines, Ph.D.","Darren Crovitz, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-07-01T07:00:00Z","date_published":"2023-07-01T07:00:00Z","updated_at":"2026-07-24T02:44:06Z","subjects":["Culturally sustaining pedagogy","Intergroup contact theory","Social constructivism","Peer relationships","Title I","Middle school","Cooperative learning methods","Educational Methods","Educational Psychology","Junior High, Intermediate, Middle School Education and Teaching","Language and Literacy Education","Other Education","Secondary Education","Secondary Education and Teaching","Social Justice"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/eddsmge/12","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jennifer S. Dail, Ph.D.","Rachel E. Gaines, Ph.D.","Darren Crovitz, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Kane, Melissa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-06-29T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary and Middle Grades Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Secondary Education - English (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Culturally sustaining pedagogy","Intergroup contact theory","Social constructivism","Peer relationships","Title I","Middle school","Cooperative learning methods","Educational Methods","Educational Psychology","Junior High, Intermediate, Middle School Education and Teaching","Language and Literacy Education","Other Education","Secondary Education","Secondary Education and Teaching","Social Justice"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/eddsmge/12"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This is a qualitative phenomenographic study that uses the theoretical frameworks of Culturally Sustaining Pedagogy (CSP) (Paris, 2012), Intergroup Contact Theory (Allport 1954), and Social Constructivism (Smagorinsky, 2007) to evaluate how 7th grade students at a Title I middle school in the Southeastern United States experience the phenomenon of peer relationships in the context of a CSP writing unit. Students created, peer edited, and shared multimodal “Where I’m From” (Lyon, n.d.) poems in intentionally created groups. The researcher collected data via participant interviews, participant journals, and a researcher reflection journal. Findings indicated that students developed a better understanding of their peers, built connections, felt more comfortable in class, improved their relationships with their peers, and made new friends as a result of the intervention.
"]},{"key":"dc:title","label":"Title","values":["Creating Inclusive Classrooms with Culturally Sustaining Pedagogy"]}]}],"canonical_facts":{"dc:contributor":["Jennifer S. Dail, Ph.D.","Rachel E. Gaines, Ph.D.","Darren Crovitz, Ph.D."],"dc:creator":["Kane, Melissa"],"dc:date.available":["2023-06-29T07:00:00Z"],"dc:description.abstract":["This is a qualitative phenomenographic study that uses the theoretical frameworks of Culturally Sustaining Pedagogy (CSP) (Paris, 2012), Intergroup Contact Theory (Allport 1954), and Social Constructivism (Smagorinsky, 2007) to evaluate how 7th grade students at a Title I middle school in the Southeastern United States experience the phenomenon of peer relationships in the context of a CSP writing unit. Students created, peer edited, and shared multimodal “Where I’m From” (Lyon, n.d.) poems in intentionally created groups. The researcher collected data via participant interviews, participant journals, and a researcher reflection journal. Findings indicated that students developed a better understanding of their peers, built connections, felt more comfortable in class, improved their relationships with their peers, and made new friends as a result of the intervention.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/eddsmge/12"],"dc:subject":["Culturally sustaining pedagogy","Intergroup contact theory","Social constructivism","Peer relationships","Title I","Middle school","Cooperative learning methods","Educational Methods","Educational Psychology","Junior High, Intermediate, Middle School Education and Teaching","Language and Literacy Education","Other Education","Secondary Education","Secondary Education and Teaching","Social Justice"],"dc:title":["Creating Inclusive Classrooms with Culturally Sustaining Pedagogy"],"thesis:degree_discipline":["Secondary and Middle Grades Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Secondary Education - English (Ed.D)"]},"updated_at":"2026-07-24T02:44:06Z"}