Date

8-6-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Mary Strickland

Keywords

Education, Black Students, Poverty, Schools, Title I

Disciplines

Elementary Education

Abstract

The purpose of this hermeneutic phenomenological study was to understand the perception of cultivating supportive teacher-student relationships among Black students for teachers at a school district in the Northeastern United States. At this stage in the research, cultivating supportive teacher-student relationships among Black students was defined as how teachers positively relate in the classroom in ways that positively affect academic outcomes. The theory guiding this study was student involvement theory (Astin, 1984). This theory explains how students change and develop through their motivational involvement with the institution, curriculum, and social atmosphere. The central research question was: What challenges do teachers perceive in building positive relationships with Black students? This study included 10 to 15 participants, and data collection methods were individual interviews, a journal prompt, and a focus group. Data was analyzed using van Manen’s four-step plan for hermeneutic phenomenology. The findings in this research were four themes, each having two sub-themes. The first theme was trust, with sub-themes of student engagement and safe space. The next theme was resources, with sub-themes of finances and programs. The third theme was academics, with sub-themes of behavior and performance. The last theme was home life, with subthemes of parenting and community. The interpretation of the findings was teachers must initiate trust with students, there are never enough resources, and home life makes a difference.

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