{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/118417"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/118417","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Perceptions of How Middle School Teachers Utilize Culturally Competent Pedagogy and Practice for Positive Student, Family, and Peer Relationships","abstract":"The purpose of this study was to identify the strategies that middle school teachers utilize when incorporating culturally responsive pedagogy and practices to build positive relationships with students and families while building and maintaining positive student-peer relationships in the classroom. This qualitative study design, conducted in an urban public-school division in central Virginia, employed a teacher interview protocol questionnaire featuring open-ended questions. The primary objective was to investigate how middle school teachers utilize and incorporate culturally responsive pedagogical practices to build and maintain positive relationships with students, families, and peers. The resulting findings indicated teachers established cultural awareness and diversity to build and maintain relationships, communicated effectively through conferencing and discussions with their students, and communicated effectively through emails and in-person with their students' families. Teachers used multiple communication strategies for parent involvement, such as phone calls, text messages, emails, conferences, and social media. Students sharing life experiences during discussion helped them understand the material and establish classroom culture and diversity. Thus, implications indicated school divisions and building administrators should continually participate in cultural competence training, provide teachers with professional development to establish regular and consistent communication channels with students' families to build positive relationships, provide teachers with professional development to implement culturally responsive pedagogy, provide time for teachers to incorporate open-ended questions and alternative perspectives into lessons to stimulate critical thinking, and building-level administrators should foster a school culture that embraces diverse values by establishing and consistently reinforcing clear expectations of respect for all students and adults.","abstract_html":"The purpose of this study was to identify the strategies that middle school teachers utilize when incorporating culturally responsive pedagogy and practices to build positive relationships with students and families while building and maintaining positive student-peer relationships in the classroom. This qualitative study design, conducted in an urban public-school division in central Virginia, employed a teacher interview protocol questionnaire featuring open-ended questions. The primary objective was to investigate how middle school teachers utilize and incorporate culturally responsive pedagogical practices to build and maintain positive relationships with students, families, and peers. The resulting findings indicated teachers established cultural awareness and diversity to build and maintain relationships, communicated effectively through conferencing and discussions with their students, and communicated effectively through emails and in-person with their students' families. Teachers used multiple communication strategies for parent involvement, such as phone calls, text messages, emails, conferences, and social media. Students sharing life experiences during discussion helped them understand the material and establish classroom culture and diversity. Thus, implications indicated school divisions and building administrators should continually participate in cultural competence training, provide teachers with professional development to establish regular and consistent communication channels with students' families to build positive relationships, provide teachers with professional development to implement culturally responsive pedagogy, provide time for teachers to incorporate open-ended questions and alternative perspectives into lessons to stimulate critical thinking, and building-level administrators should foster a school culture that embraces diverse values by establishing and consistently reinforcing clear expectations of respect for all students and adults.","abstract_has_math":false,"creators":["Frye, Kisha Tiala"],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Educational Leadership and Policy Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":["Brinkmann, Jodie Lynn"],"committee_members":["Price, Ted S.","Cash, Carol S.","Catlett, Marceline Rollins"],"year":2024,"date_issued":"2024-03-15","date_published":"2024-03-15","updated_at":"2026-07-22T22:19:53Z","subjects":["cultural competency","critical consciousness","culturally responsive pedagogy","culturally responsive teaching","Standards of Learning (SOL)"],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:39431"],"render_values":[{"text":"vt_gsexam:39431","href":null,"code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10919/118417","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Brinkmann, Jodie Lynn"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Price, Ted S.","Cash, Carol S.","Catlett, Marceline Rollins"]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership and Policy Studies"]},{"key":"dc:creator","label":"Author","values":["Frye, Kisha Tiala"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-03-16T08:00:14Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-03-16T08:00:14Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-03-15"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["cultural competency","critical consciousness","culturally responsive pedagogy","culturally responsive teaching","Standards of Learning (SOL)"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:39431"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10919/118417"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to identify the strategies that middle school teachers utilize when incorporating culturally responsive pedagogy and practices to build positive relationships with students and families while building and maintaining positive student-peer relationships in the classroom. This qualitative study design, conducted in an urban public-school division in central Virginia, employed a teacher interview protocol questionnaire featuring open-ended questions. The primary objective was to investigate how middle school teachers utilize and incorporate culturally responsive pedagogical practices to build and maintain positive relationships with students, families, and peers. The resulting findings indicated teachers established cultural awareness and diversity to build and maintain relationships, communicated effectively through conferencing and discussions with their students, and communicated effectively through emails and in-person with their students' families. Teachers used multiple communication strategies for parent involvement, such as phone calls, text messages, emails, conferences, and social media. Students sharing life experiences during discussion helped them understand the material and establish classroom culture and diversity. Thus, implications indicated school divisions and building administrators should continually participate in cultural competence training, provide teachers with professional development to establish regular and consistent communication channels with students' families to build positive relationships, provide teachers with professional development to implement culturally responsive pedagogy, provide time for teachers to incorporate open-ended questions and alternative perspectives into lessons to stimulate critical thinking, and building-level administrators should foster a school culture that embraces diverse values by establishing and consistently reinforcing clear expectations of respect for all students and adults."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["The purpose of this study was to identify the strategies that middle school teachers utilize when incorporating culturally responsive pedagogy and practices to build positive relationships with students and families while building and maintaining positive student-peer relationships in the classroom. The synthesis of the literature review and the results of this study may perhaps provide information that would support middle school teachers not only with the ability to build relationships with their students and their families and positive peer relationships but also improve cultural knowledge to increase and enhance academic achievement and decrease discipline concerns. A qualitative study design was used in one urban public-school division in the central region of Virginia, which incorporated a teacher interview protocol questionnaire with open-ended questions. The researcher sought to examine: How do middle school teachers utilize and incorporate culturally responsive pedagogical practices to build and maintain positive relationships with students, families, and peers? An analysis of the responses to the interview questionnaire from the middle school teachers revealed strategies used consistently and inconsistently throughout the sample. From the findings, implications for practices and recommendations for future studies were supplied."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Education"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["Perceptions of How Middle School Teachers Utilize Culturally Competent Pedagogy and Practice for Positive Student, Family, and Peer Relationships"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Brinkmann, Jodie Lynn"],"dc:contributor.committeemember":["Price, Ted S.","Cash, Carol S.","Catlett, Marceline Rollins"],"dc:contributor.department":["Educational Leadership and Policy Studies"],"dc:creator":["Frye, Kisha Tiala"],"dc:date.accessioned":["2024-03-16T08:00:14Z"],"dc:date.available":["2024-03-16T08:00:14Z"],"dc:date.issued":["2024-03-15"],"dc:description.abstract":["The purpose of this study was to identify the strategies that middle school teachers utilize when incorporating culturally responsive pedagogy and practices to build positive relationships with students and families while building and maintaining positive student-peer relationships in the classroom. This qualitative study design, conducted in an urban public-school division in central Virginia, employed a teacher interview protocol questionnaire featuring open-ended questions. The primary objective was to investigate how middle school teachers utilize and incorporate culturally responsive pedagogical practices to build and maintain positive relationships with students, families, and peers. The resulting findings indicated teachers established cultural awareness and diversity to build and maintain relationships, communicated effectively through conferencing and discussions with their students, and communicated effectively through emails and in-person with their students' families. Teachers used multiple communication strategies for parent involvement, such as phone calls, text messages, emails, conferences, and social media. Students sharing life experiences during discussion helped them understand the material and establish classroom culture and diversity. Thus, implications indicated school divisions and building administrators should continually participate in cultural competence training, provide teachers with professional development to establish regular and consistent communication channels with students' families to build positive relationships, provide teachers with professional development to implement culturally responsive pedagogy, provide time for teachers to incorporate open-ended questions and alternative perspectives into lessons to stimulate critical thinking, and building-level administrators should foster a school culture that embraces diverse values by establishing and consistently reinforcing clear expectations of respect for all students and adults."],"dc:description.abstractgeneral":["The purpose of this study was to identify the strategies that middle school teachers utilize when incorporating culturally responsive pedagogy and practices to build positive relationships with students and families while building and maintaining positive student-peer relationships in the classroom. The synthesis of the literature review and the results of this study may perhaps provide information that would support middle school teachers not only with the ability to build relationships with their students and their families and positive peer relationships but also improve cultural knowledge to increase and enhance academic achievement and decrease discipline concerns. A qualitative study design was used in one urban public-school division in the central region of Virginia, which incorporated a teacher interview protocol questionnaire with open-ended questions. The researcher sought to examine: How do middle school teachers utilize and incorporate culturally responsive pedagogical practices to build and maintain positive relationships with students, families, and peers? An analysis of the responses to the interview questionnaire from the middle school teachers revealed strategies used consistently and inconsistently throughout the sample. From the findings, implications for practices and recommendations for future studies were supplied."],"dc:description.degree":["Doctor of Education"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:39431"],"dc:identifier.uri":["https://hdl.handle.net/10919/118417"],"dc:language.iso":["en"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["cultural competency","critical consciousness","culturally responsive pedagogy","culturally responsive teaching","Standards of Learning (SOL)"],"dc:title":["Perceptions of How Middle School Teachers Utilize Culturally Competent Pedagogy and Practice for Positive Student, Family, and Peer Relationships"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Education"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:53Z"}