03/31/2025
By Zakkiyya Witherspoon
Candidate: Shauna Vaughan
Degree: Doctoral- Leadership in Schooling
Defense Date: Tuesday, April 1, 2025
Time: 3:30 p.m.
Location: Remote Zoom link
Thesis/Dissertation Title: "The Culturally Responsive Teacher: Disproportionality in Behavior Complaints for Black Elementary Students"
Dissertation Committee
Dissertation Chair: James Nehring, Ed.D., Professor, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Colleen Tapley, Ed.D., Professor, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Eleanor Abrams, Ed.D., Adjunct Faculty, School of Education, University of Massachusetts Lowell
Abstract
This dissertation in practice addressed the persistent problem of behavioral inequity, particularly concerning Black students, through a teacher-centered intervention approach. Structured around three interconnected manuscripts, the study aimed to demonstrate tangible advancement in creating equitable learning environments. Manuscript I provided a comprehensive problem analysis, detailing the historical roots and systemic causes of behavioral disparities, emphasizing the disproportionate impact on Black students (Gregory et al., 2010). This manuscript established teachers as primary agents of change, shifting from deficit-based student perspectives to empowering educators to implement culturally responsive practices (Ladson-Billings, 1995).
Manuscript II detailed the implementation of a four-week intervention cycle, utilizing the Plan-Do-Study-Act (PDSA) framework, to enhance teachers' culturally responsive practices (CRP) and foster stronger teacher-student relationships. The study, while broadened to include at-risk students, maintained a focus on mitigating behavioral inequities experienced by Black students. Quantitative data, including paired sample t-tests, demonstrated statistically significant improvements in teacher self-efficacy regarding CRP (de Winter, 2013). Qualitative data from focus group interviews provided rich insights into teacher experiences and perceptions. This manuscript translated the theoretical problem into practical interventions, demonstrating the efficacy of teacher-driven change.
Manuscript III focused on ensuring the sustainability of these interventions. It proposed long-term strategies, such as integrating CRP into the District Curriculum Accommodation Plan (DCAP), establishing teacher support groups, and implementing proactive student identification systems. These strategies aimed to embed equity and continuous improvement into school structures and practices (Darling-Hammond et al., 2017; Gehlbach et al., 2012). This manuscript reinforced the importance of ongoing evaluation and data-driven decision-making to sustain positive outcomes.
Throughout the dissertation, a cohesive narrative emerged, emphasizing the interconnectedness of the manuscripts. The central theme of behavioral inequity for Black students served as the driving force behind the interventions and sustainability strategies. The emphasis on teacher-driven change, rather than student-centered remediation, underscored the belief that educators are pivotal in creating equitable learning environments. Finally, the focus on continuous improvement, utilizing the PDSA cycle and data analysis, ensured that the interventions were grounded in evidence-based practice and adaptable to changing needs.
This research contributes to the field by providing a practical, teacher-centered framework for addressing behavioral inequity. By focusing on enhancing teachers' culturally responsive practices and fostering strong teacher-student relationships, the study offers a model for creating more equitable and supportive learning environments. The emphasis on data-driven decision-making and continuous improvement ensures that the interventions are sustainable and adaptable, promoting long-term positive outcomes for all students, particularly those at greatest risk.