Graduation Term

Spring 2026

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Educational Administration and Foundations: Educational Administration

Committee Chair

Lydia Kyei-Blankson

Committee Member

Francis Godwyll

Committee Member

Perry Schoon

Abstract

This qualitative study explored the culturally responsive teaching practices used by six community college faculty and instructors in their in-person courses. Faculty and instructors taught courses included in certificate and degree programs related to early childhood education, human services, and criminal justice at one midwestern community college. Specific content areas included sociology, political science, and child development. Data collection for this study included comprehensive interviews with each instructor, an analysis of documents including syllabi, student assignments, and assessments, and multiple classroom observations. This study was anchored in a theoretical framework based on the constructs of culturally responsive teaching practices. Each instructor’s awareness of diverse populations and their ability to make course content relevant to students’ lives, their pedagogical decision-making with an emphasis on critical thinking and problem-solving skills, their creation of an academic community within the classroom, and their communication and maintenance of course rigor and high expectations were the targets for this research.

Access Type

Dissertation-Open Access

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