Teacher Perception on the Implementation of a Culturally Responsive ELA Curriculum

Author

Erica Tate Dial, Nova Southeastern UniversityFollow

Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

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

Advisor

Roslyn Doctorow

Committee Member

Katrina Pann

Committee Member

Kimberly Durham

Keywords

culturally relevant teaching, culturally responsive teaching, Maslow’s Hierarchy of Needs, reader response theory, reading, Vygotsky

Abstract

While the principles of culturally responsive and culturally relevant teaching hold transformative potential, they can only be fully realized if educators are genuinely equipped and empowered to implement them. This qualitative study examined teacher perceptions of an English Language Arts curriculum through the lens of culturally relevant and culturally responsive teaching. A diverse group of teachers, varying in experience, age, gender, and race, were interviewed to gather a range of perspectives on the implementation of this curriculum. The study focused on addressing the following research questions: 1. What are teachers’ perceptions of culturally responsive and culturally relevant instruction and academic achievement in secondary grade levels? 2. What are teachers’ perceptions of culturally responsive and culturally relevant instruction and socio-political consciousness in secondary grade levels? 3. What are teachers’ perceptions of culturally responsive and culturally relevant instruction and cultural competence in secondary grade levels? 4. What are teachers’ perceptions of culturally responsive and culturally relevant instruction and establishing community within classrooms in the secondary grade levels?

Findings showed that celebrating student accomplishments, integrating diverse literature to address social issues, and creating inclusive environments that honor cultural identities seemed to build pride, encourage empathy, and spark meaningful discussions. Teachers also noted that although they were able to recognize the principles of culturally responsive and culturally relevant teaching within their practice, the lack of district provided training in this concept posed challenges in fully executing them to promote cultural awareness, student engagement, and community classroom practices.

NSUWorks Citation

Erica Tate Dial. 2025. Teacher Perception on the Implementation of a Culturally Responsive ELA Curriculum. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (763)
https://nsuworks.nova.edu/fse_etd/763.