Semester of Graduation

Summer 2026

Degree Type

Dissertation

Degree Name

Doctor of Education in Instructional Technology

Department

School of Instructional Technology & Innovation

Committee Chair/First Advisor

Dr. Tiffany Roman

Second Advisor

Dr. Dabae Lee

Third Advisor

Dr. Rasheda Likely

Abstract

The number of Black and Brown high school students entering college to study science and technology majors is declining. Because they encounter shared intersectional experiences in the science and technology fields, Black women have a unique connection with their students that builds on teaching practices grounded in culturally responsive teaching (CRT). The mixed methods study was bounded to one school district that had a CRT initiative and provided training to its teachers. The study used a pre-validated survey regarding the perceptions of CRT in a technology-supported learning environment and identified the tools and practices Black female science teachers (BFSTs) use and the reasons for their use through semi-structured interviews, focus groups, and instructional artifacts. Findings indicated that CRT, or academic training, can be significant to BFSTs’ perceptions of CRT in a technology-supported classroom. Findings also indicated that Black female science teachers use digital translation tools to communicate with their English Language Learners, and that their professional and personal experiences as Black and female shape the instructional technology tools and practices they use with their students. The research study has filled a gap by examining how science, CRT, instructional technology, and science education overlap to help educate and nurture Black and Brown students in an environment that often discounts them from fields of study. The study's implications could help the school district address staff needs and highlight the positive actions of BFSTs, who often lack a voice in spaces where they need to be heard.

Download

Share

COinS