Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

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

Advisor

David Weintraub

Committee Member

Karen Kimball

Committee Member

Kimberly Durham

Keywords

Black students, high school, disengagement, English Language Arts, teacher perceptions

Abstract

This applied dissertation explored how high school English Language Arts (ELA) teachers understand and respond to the disengagement of Black students. Racial disparities in literacy achievement persist across the United States. Despite reform efforts, many Black students continue to experience academic and emotional disconnection in ELA classrooms. Few studies have centered on teachers’ perspectives to understand the classroom-level conditions contributing to this disengagement. This qualitative study addressed that gap by examining the beliefs, practices, and experiences of four veteran ELA teachers in the southeastern United States.

Using Interpretative Phenomenological Analysis, the study examined how teachers make sense of Black student disengagement. Participants identified multiple factors, including culturally irrelevant curriculum and deficit-based assumptions. Teachers emphasized that disengagement often appears as quiet resistance rather than disruption.

Findings revealed ten themes across five research questions, including: curriculum disconnect and cultural irrelevance; deficit assumptions and low expectations; early academic gaps and systemic barriers; disengagement as quiet resistance; technology as both a barrier and a bridge; relationship-building and student motivation; instructional adaptation and cultural relevance; spillover effects of disengagement; teacher response and emotional regulation; and the creation of safe, inclusive learning environments.

This study contributes to the field of educational equity by elevating teacher voice and offering practical strategies for improving engagement among Black students. The findings have implications for professional development, curriculum reform, teacher preparation, and school leadership focused on creating inclusive, student-centered learning environments.

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