School of Education


Doctor of Education in Curriculum & Instruction (EdD)


Gail Collins


strategies, nurture academic, social development


Education | Elementary Education


The purpose of this case study was to describe how teachers and parents provided strategies that nurture the academic and social development of young Black children in schools located in low-socioeconomic communities in the United States. The study explored how teachers and parents balance nature with nurture in their instructional and parenting practices to positively impact students' academic growth and behavior. All participants in this case study were Black and included five teachers, four parents, two school counselors, two psychologists, and two social workers. Both males and females from diverse ethnic backgrounds were selected as participants and identified as co-researchers. The cultural diversity yielded relevant knowledge to reach the diverse Black student population likely to be found in low-income schools. The theory guiding this study was Vygotsky's sociocultural theory as it upholds the critical role nurture plays in child development. Data collection included interviews and focus groups for both teachers and parents. The school counselors, psychologists, and social workers wrote letters to both teachers and parents, giving them strategies that could be useful in nurturing young Black children. Data analysis used pattern matching and explanation building, leading to data interpretation and theme development. Trustworthiness was established by the triangulation of data and member checks. The study found out that building strong positive relationships with students, creating a safe/supportive learning environment, fostering teacher/parent partnerships, building confidence, providing educational resources, and holding students to high expectations were the strategies that nurture the academic and social development of young Black children in low-socioeconomic communities.