Dallas Campus (Online)
Date of Award
Doctor of Education
Committee Chair or Primary Advisor
John A. Harrison
Second Committee Member or Secondary Advisor
Third Committee Member or Committee Reader
William C. Frick
Abstract This study addressed the growing concern regarding the disproportionate suspension rates experienced by African American students. The problem addressed in this study was the variation in leadership support for teachers implementing culturally responsive classroom management strategies to manage culturally diverse student behaviors. This is important to African American students' educational experiences within the learning environment. This exploratory single case study examined school leaders' and teachers' perspectives on the use of culturally responsive strategies to answer the research questions regarding the definition and descriptions of culturally responsive practices, participants' perspectives on the benefits and challenges of these practices, and the role of school leadership in encouraging or discouraging the use of culturally responsive practices to support student behaviors. This study was grounded in the framework of culturally responsive school leadership. Data were collected via semistructured interviews, surveys, and document reviews from 24 pre-K to fifth-grade teachers and four campus leaders. Inductive thematic and descriptive analyses and a four-factor document review process provided answers to the research questions. The analysis results revealed three themes: self-efficacy, building relationships, and professional development. The results indicate that educators desire to implement culturally responsive practices but face self-efficacy challenges due to insufficient training and support. District and campus leaders should provide ongoing, comprehensive training and support for culturally responsive practices. This study may contribute to reducing suspension disparities experienced among African American students.
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Barksdale, Charmon L., "Campus Leaders’ Support of Culturally Responsive Classroom Management Strategies: Single Exploratory Case Study" (2024). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 738.