Theses and Dissertations

Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Sandra Duncan

Committee Member

Donald Hall

Committee Member

Kimberly Durham

Keywords

awareness, classroom learning, contemporary contributors, cultural awareness, cultural diversity, cultural heritage, cultural heritage curriculum, cultural history, cultural knowledge, culture, culturally relevant education, culturally responsive education, elementary education, identity development, inclusive learning experiences, mixed methods research, primary grades, qualitative analysis, quantitative analysis, thematic analysis, Title I, triangulation

Abstract

This applied dissertation was designed to examine the influence of a cultural heritage curriculum on first-grade students’ cultural knowledge, awareness, and understandings of culture. Specifically, the study investigated the extent to which participation in a 4-week cultural heritage curriculum influenced students’ knowledge of cultural history and contemporary contributors, their understandings and perspectives about culture, and the convergence of quantitative and qualitative findings.

Using a qualitative-dominant mixed-methods research design, the study was conducted with 19 first-grade students enrolled in a Title I elementary school in Central Florida. Quantitative data were collected using the researcher-developed cultural knowledge preintervention and postintervention assessment and cultural heritage project rubric. Qualitative data were collected through weekly exit tickets and know-want to know-learned charts. Quantitative data were analyzed using descriptive statistics, and qualitative data were analyzed using thematic analysis. Quantitative and qualitative findings were integrated through triangulation to provide a comprehensive understanding of students’ learning experiences.

The findings indicated that students demonstrated increased cultural knowledge and awareness of their cultural history and the achievements of contemporary contributors following participation in the cultural heritage curriculum. Qualitative findings revealed that students developed deeper understandings of their culture, expressed greater appreciation for cultural diversity, and made meaningful connections between their identities and classroom learning. The convergence of the quantitative and qualitative findings suggests that a cultural heritage curriculum can promote cultural awareness, support identity development, and foster more inclusive learning experiences in the primary grades.

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