Do You Really Like Me? The Importance of Building Culturally Responsive Relationships

Date of Award

8-1-2024

Degree Name

Ed.D. in Leadership for Organizations

Department

Department of Educational Administration

Advisor/Chair

James Olive

Abstract

This study employs a mixed-method approach to investigate the experiences of Black students in their interactions with White teachers, as well as their perceptions of racial identity acceptance within the school community. Additionally, it seeks to explore the attitudes of White teachers towards their relationships with Black students and the potential implications for the disproportionate exclusionary discipline data within the school. The proposed action plan entails the implementation of an equity-centered disciplinary referral progress monitoring system, the establishment of a year-long Culturally Responsive professional development cycle for teachers, and the organization of bi-monthly engagement sessions for parents and Black students to empower their voices. Through these strategic interventions, the study aims to cultivate a more inclusive and supportive school environment for Black students while simultaneously mitigating the incidents of exclusionary discipline within this student demographic.

Keywords

Disproportionate Exclusionary Discipline; Black Student Voice; Culturally Responsive Teacher/Student Relationships; Black School Discipline, Culturally Responsive Professional Development

Rights Statement

Copyright © 2024, author.

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