Semester of Graduation

Fall 2025

Degree Type

Dissertation

Degree Name

SECONDARY AND MIDDLE GRADES EDUCATION

Department

Bagwell College of Education

Committee Chair/First Advisor

Dr. Guichun Zong

Second Advisor

Dr. Theresa Alviar

Third Advisor

Dr. Elizabeth Marks

Abstract

Historically, scholarly research regarding the education of Black, Indigenous, and People of Color (BIPOC) has been written through a deficit lens. Research that acknowledges positive learning experiences and outcomes is limited. This qualitative ethnographic case study aims to contribute to the growing body of social studies literature that offers insights into the need for asset-based pedagogies, such as Gloria Ladson-Billings' Culturally Relevant Pedagogy (CRP), as well as the impact that this framework has on BIPOC student populations. By exploring the perceptions of high school social studies teachers regarding CRP, teacher preparation programs, and professional development, this study of five teacher participants in a southeastern United States metropolitan school district offers insight into how these teachers’ perceptions influence their teaching of diverse student populations. Data collected through semi-structured interviews, focus group sessions, classroom observations, and an artifact contributed to providing individual and group data to understand how teacher perception impacts instruction. These findings suggest that high school social studies teachers perceive CRP as beneficial and that it has positive impacts on diverse student populations in the areas of academic achievement, cultural competence, and socio-political consciousness —core tenets of CRP—as well as student engagement and learning.

Keywords: social studies, high school, culturally relevant pedagogy, teacher perceptions, marginalized, teacher preparation programs

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