Narrowing the Achievement Gap Through Culturally Responsive Teaching

Author

Natasha V. Forde, Lynn University

Date of Award

2-1-2021

Document Type

Dissertation

Granting Institution

Lynn University

Degree Name

Doctor of Education (EDD)

Degree Program

Educational Leadership

Department

College of Education

First Advisor

Susan Saint John

Second Advisor

Suzanne King

Third Advisor

Ryan T. Reardon

Abstract

The achievement gap currently persists between Black, White, and Hispanic students. The purpose of this action research study was to determine how a series of five professional development workshops on Culturally Responsive Teaching could ultimately narrow or close the achievement gap between Black, White, and Hispanic students through implementing Culturally Responsive Teaching strategies in classrooms to meet the needs of the diverse student population. In addition, this study also examined the teachers’ perceptions of the Culturally Responsive Teaching professional development workshops to positively impact student achievement with Black and Hispanic students.

The objectives of this study included:

• The identification of Culturally Responsive Teaching professional development workshops to impact teacher use of culturally-relevant teaching practices
• The identification of Culturally Responsive Teaching professional development workshops to encourage teachers to use Culturally Responsive Teaching strategies in classrooms

The population involved in the action research study was voluntary based on:

• Permission to conduct the study was obtained from Lynn University, a public school district in the southeastern United States, and the Title I public middle school’s principal
• Permission to conduct and participate in the action research study was requested from forty-eight (48) middle school teachers in a Title I public middle school in the southeastern United States
• Total confidentiality was guaranteed to all consenting participants
• Only consenting participants were given access to the presurvey, postsurvey, and five mini surveys

The action research study was based upon survey results from the presurvey, postsurvey, and five mini surveys. The presurvey, postsurvey, and five mini surveys included Likert Scale questions. The results of the surveys indicate Culturally Responsive Teaching does impact student achievement which can ultimately narrow or close the achievement gap between Black, White, and Hispanic students.

Recommended Citation

Forde, N. V. (2021). Narrowing the Achievement Gap Through Culturally Responsive Teaching [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/366