Date of Award
Spring 2026
Document Type
Dissertation
Degree Name
Doctorate of Education
Department
Interdisciplinary Leadership
First Advisor
Dr. Christopher Dignam
Second Advisor
Dr. Marlon Cummings
Third Advisor
Dr. Saundra Mickles
Abstract
Academic achievement gaps among African American male middle school students persist, raising concerns about educational equity and instructional effectiveness. This phenomenological qualitative study examined middle school teachers’ perceptions of culturally responsive teaching (CRT), focusing on how educators understood, implemented, and assessed CRT practices related to the academic engagement and achievement of African American male students. The study sought to identify the beliefs, instructional strategies, barriers, and supports that shape CRT implementation in suburban middle school settings. The research used a qualitative phenomenological design to capture the lived experiences of educators working with African American male students in the southern suburbs of Cook County, Illinois. Participants were recruited through purposeful sampling. Data collection included open-ended questionnaires via Google Forms and semi-structured individual interviews conducted in person and via Zoom. Interview data were transcribed verbatim and analyzed using a multi-stage phenomenological coding process facilitated by Trint software. Findings indicated that teachers viewed CRT as an essential framework for building positive relationships and enhancing engagement. Participants reported that culturally relevant strategies and inclusive environments positively influenced student motivation. Nevertheless, teachers identified barriers to effective CRT implementation, including limited professional development, inconsistent administrative support, and curricular constraints. The study concluded that CRT can positively affect African American male student achievement when supported by intentional professional development, culturally responsive leadership, and equitable policies. Practical implications include the need for school districts to prioritize equity-focused professional learning and cultivate school environments that affirm the cultural identities and lived experiences of African American male students.
Recommended Citation
Brown, Richard A., "Teacher Perceptions on Culturally Responsive Teaching and Learning: Middle School African American Male Achievement and Implications" (2026). Interdisciplinary Leadership Dissertations. 10.
https://opus.govst.edu/capstones_educ/10