Date

10-14-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Sharon Michael-Chadwell

Keywords

culturally responsive pedagogy, culturally responsive teaching, middle school, students of color

Disciplines

Curriculum and Instruction | Education

Abstract

The purpose of this qualitative, transcendental phenomenological study was to describe the lived experiences of using culturally responsive pedagogy to promote equity among students of color for middle school teachers in an inner-city school district in New York. The theory guiding this study was culturally responsive pedagogy, as it emphasized recognizing learners’ diverse backgrounds and experiences to promote academic achievement for all students in schools with diverse populations. The central research question was: What were the lived experiences of middle school teachers as they engaged in using culturally responsive pedagogy in their classrooms? The study included 10 middle school teachers in an inner-city school district in New York; data were collected through individual interviews, focus group interviews, and journal prompts, and analyzed using Moustakas’s modified Stevick-Colaizzi-Keen method. Findings revealed that teachers experienced culturally responsive pedagogy as an identity-rooted, relational practice organized into four themes: Cultural Connections Enhance Engagement, Students’ Engagement and Participation, Relationships and Belonging, and Academic Outcomes and Growth. These findings extended the empirical and theoretical understanding of culturally responsive pedagogy and highlighted the need for middle schools and teacher preparation programs in New York to incorporate specialized training in culturally responsive pedagogy.

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