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Graduation Term

Spring 2026

Degree Name

Doctor of Education (EdD)

Department

Department of Educational Administration and Foundations: Educational Administration

Committee Chair

Elizabeth Lugg

Committee Member

Gavin Weiser

Committee Member

Jeffrey Bonomo

Abstract

This dissertation examines the academic challenges experienced by Black male freshmen in Algebra I at Suburban Township High School (STHS) and explores how culturally responsive instructional redesign shaped engagement, belonging, and course outcomes. Grounded in Critical Race Theory and Culturally Responsive Pedagogy, the study used a qualitative, design-based improvement approach informed by hermeneutic phenomenology during the district’s adoption of a new Algebra I curriculum. Six Algebra I teachers served as adult participants, and a focal group of 12 Black male freshmen participated in interviews and evidence collection across a 90-day inquiry cycle. Data sources included pre- and post-intervention interviews, classroom observations, document and artifact analysis, and attendance and grade records. Baseline data showed that 5 of 12 focal students were passing Algebra I at the start of the cycle; by the end, 8 of 12 were passing. Thematic findings highlighted shifts in engagement and belonging, increased perceived relevance, teacher learning and bias awareness, and persistent structural constraints, including pacing pressures and limited planning time.

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