Date of Award
Spring 3-25-2024
Degree Type
Dissertation/Thesis
Degree Name
Degree of Doctor of Education
Department
Educational Leadership
Committee Chair/First Advisor
Dr. Nicholas Clegorne
Second Advisor
Dr. Chinasa Elue
Third Advisor
Dr. Cathey Goodgame
Abstract
The purpose of this qualitative phenomenographical study was to investigate high school teachers’ perceptions of cultural inclusion and the impact of teacher identity on the level of cultural inclusion in the classroom. This research study utilized semi-structured one-on-one interviews as the primary source of data and participant surveys and researcher notes taken during the interviews as the secondary sources. This study sought to address two research questions: (1) What can we learn from teachers' experiences at a southeastern suburban high school regarding the post-COVID perceptions of cultural inclusion in the classroom? (2) How does teacher identity affect cultural inclusion in the classroom?
The research questions that guided the study encouraged the participants to share their perceptions of their personal identity, teacher identity, culture, and cultural inclusion along with their lived experiences that inform these interpretations. The prominent themes that emerged from the data were: Application of Culture in the Classroom, Definitions of Culture, Concept of Identity, Application of Identity in the Classroom, and Barriers to Cultural Inclusion. The findings were interpreted through the lens of this study’s theoretical and conceptual frameworks, which included the Self-Efficacy Theory, the Culturally Relevant Pedagogy Theory, and the Social Construction of Reality Theory. Implications for future research and practice were also discussed.