Date of Award
Executive Ed.D. in Education Leadership Management and Policy
Education Leadership, Management and Policy
David Reid, Ph.D.
Mary Ann Reilly, Ed.D.
Maria J. Ortiz, Ed.D.
culturally relevant, curriculum, black females, intermediate grade levels, teacher perception, instructional practices
The purpose of this study is to understand the thoughts of teachers on the Amistad Integrated Units and the influence of the culturally relevant units on Black female students. The researcher identified if culturally relevant pedagogy influenced teacher instructional practices and the classroom academic experiences of Black female students. The findings helped to explain the needs of Black girls in an urban classroom and possible solutions that can benefit them within classroom environments.
For this study, the researcher used a narrative inquiry research design to examine and understand the perspectives of teachers and the influence of culturally relevant curriculum on Black female students. Using a specific coding process, the researcher developed themes to focus on similar findings throughout the research.
As evidenced by the research, teacher perspectives showed the need for school districts to implement the Amistad Integrated Units. Therefore, the influence of culturally relevant curriculum on teacher instructional practices and Black female students’ academic experiences should continue to be monitored to support teacher implementation of the units and student experiences when learning.
Wicks, Tiffany, "Teacher Perceptions on the Influence of the Amistad Integrated Units on Instructional Practices and Black Female Students' Academic Experiences" (2023). Seton Hall University Dissertations and Theses (ETDs). 3059.