The enduring gap between White and Black student achievement has challenged our educational systems for decades. This study evaluates an instructional pedagogy that values and embraces students’ culture and experiences. Participants in this study include one teacher trained to implement culturally relevant instruction, her middle school students, and teacher leaders at the school where I served as principal during the time of the study.
The results of this study reveal the positive impact that a culturally relevant teacher yields for students and teacher. Students receiving an affirming instructional pedagogy benefit from improved academic outcomes. Teachers embracing this method of teaching are affirmed in their careers through the success of their students. Through policy, planning, and creating an environment that embraces a culturally relevant pedagogy, there is an opportunity to prepare a future generation of students to be ready for the challenges and ever-changing demands in college and careers.
","abstract_html":"<p>The enduring gap between White and Black student achievement has challenged our educational systems for decades. This study evaluates an instructional pedagogy that values and embraces students’ culture and experiences. Participants in this study include one teacher trained to implement culturally relevant instruction, her middle school students, and teacher leaders at the school where I served as principal during the time of the study.</p> <p>The results of this study reveal the positive impact that a culturally relevant teacher yields for students and teacher. Students receiving an affirming instructional pedagogy benefit from improved academic outcomes. Teachers embracing this method of teaching are affirmed in their careers through the success of their students. Through policy, planning, and creating an environment that embraces a culturally relevant pedagogy, there is an opportunity to prepare a future generation of students to be ready for the challenges and ever-changing demands in college and careers.</p>","abstract_has_math":false,"creators":["Hunter, Fred A"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Harrington Gibson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-09-01T07:00:00Z","date_published":"2020-09-01T07:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["culturally relevant teaching","culturally relevant pedagogy","Curriculum and Instruction","Disability and Equity in Education","Education","Educational Leadership","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/521","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Harrington Gibson"]},{"key":"dc:creator","label":"Author","values":["Hunter, Fred A"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-09-24T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["culturally relevant teaching","culturally relevant pedagogy","Curriculum and Instruction","Disability and Equity in Education","Education","Educational Leadership","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/521"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The enduring gap between White and Black student achievement has challenged our educational systems for decades. This study evaluates an instructional pedagogy that values and embraces students’ culture and experiences. Participants in this study include one teacher trained to implement culturally relevant instruction, her middle school students, and teacher leaders at the school where I served as principal during the time of the study.
The results of this study reveal the positive impact that a culturally relevant teacher yields for students and teacher. Students receiving an affirming instructional pedagogy benefit from improved academic outcomes. Teachers embracing this method of teaching are affirmed in their careers through the success of their students. Through policy, planning, and creating an environment that embraces a culturally relevant pedagogy, there is an opportunity to prepare a future generation of students to be ready for the challenges and ever-changing demands in college and careers.
"]},{"key":"dc:title","label":"Title","values":["Culturally Responsive Teaching and Learning For Success"]}]}],"canonical_facts":{"dc:contributor":["Harrington Gibson"],"dc:creator":["Hunter, Fred A"],"dc:date.available":["2020-09-24T07:00:00Z"],"dc:description.abstract":["The enduring gap between White and Black student achievement has challenged our educational systems for decades. This study evaluates an instructional pedagogy that values and embraces students’ culture and experiences. Participants in this study include one teacher trained to implement culturally relevant instruction, her middle school students, and teacher leaders at the school where I served as principal during the time of the study.
The results of this study reveal the positive impact that a culturally relevant teacher yields for students and teacher. Students receiving an affirming instructional pedagogy benefit from improved academic outcomes. Teachers embracing this method of teaching are affirmed in their careers through the success of their students. Through policy, planning, and creating an environment that embraces a culturally relevant pedagogy, there is an opportunity to prepare a future generation of students to be ready for the challenges and ever-changing demands in college and careers.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/521"],"dc:subject":["culturally relevant teaching","culturally relevant pedagogy","Curriculum and Instruction","Disability and Equity in Education","Education","Educational Leadership","Elementary and Middle and Secondary Education Administration"],"dc:title":["Culturally Responsive Teaching and Learning For Success"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:57Z"}