Date of Award

Spring 5-12-2022

Degree Type


Degree Name

Doctor of Education in Secondary Education



Committee Chair

Dr. Camille Sutton-Brown

First Committee Member

Dr. Jennifer Dail

Second Committee Member

Dr. Erik Malewski


In order to foster engagement and create 21st century, global thinkers, education stakeholders must present students with educational options that are both culturally responsive and culturally sustaining (Paris, 2012). Current and future challenges lie in overcoming the obstacles that face students who have been marginalized by traditional education programs. Research has demonstrated that students are more engaged in the learning process when they interact with literature that is relevant to them (Mart, 2019); however, more research is needed to explore students’ perspectives on how examining literature from a critical culture perspective can affect their engagement. Using Corso et al.’s (2013) Student Enhancement Core model as a rationale for adapting Gay’s (2018) Culturally Responsive Teaching (CRT) theory to Rosenblatt’s (1982) Transactional Reader-Response (TRR) theory, this multicultural narrative inquiry (MNI) approach to a case stud explored the engagement of multiply-marginalized students within a nontraditional learning setting when analyzing literature from a critical culture perspective.