Educational and public narratives on the achievement outcomes of Black boys in mathematics are too often negative. Contrary to these negative narratives, however, research affirms positive outcomes for students, including Black boys, when engaged in caring teacher–student relationships (see, e.g., Bartell, 2011; Roberts, 2009; Steele, 1992). Considering the growing importance of mathematics both nationally and globally, an investigation into the benefits of such caring relationship is important. But literature specific to caring teacher−student relationships, African American male students, and mathematics teaching and learning is all but nonexistent. For this reason, I sought to uncover the definition that African American male students had of teacher care, and how, if at all, an African American male teacher might influence their perceptions of teacher care. Additionally, I was intrigued with and wished to uncover any influence an African American male teacher might have on African American male students’ attitudes toward mathematics. The purpose of this qualitative study, therefore, was to explore the influence a “successful” African American male teacher had on three African American male students’ perceptions of teacher care and their attitudes toward mathematics. This critical ethnography was guided by an intersection of an eclectic array of theoretical traditions (Stinson, 2009), including care theory (e.g., Gilligan, 1982; Noddings, 1992), critical race theory (e.g., Ladson-Billings, 1998), and culturally relevant pedagogy (e.g., Ladson-Billings, 1992). This eclectic array aligned with both the philosophical foundations of the project and the methodological procedures employed. The project used ethnographic methods—specifically, participant observations and semi-structured interviews—during data collection. Data analysis identified six overarching themes that the participants used to describe teacher care: (a) motivation, (b) culture, (c) confidence, (d) discipline, (e) concern for futures, and (f) environment. The findings of this study suggest that teachers should reconsider the ways they care for African American male students, specifically, in the mathematics classroom, and that a caring teacher–student relationship has a positive influence on African American male students’ attitudes toward mathematics as well as their descriptions and perceptions of teacher care.

This research investigated Punjabi children’s meaning-making processes as they engaged with culturally relevant literature, and presents a critical evaluation of Punjabi and Sikh representation in children’s literature. The Punjabi community in Canada is growing rapidly, with Punjabi being the third most commonly spoken non-official language in Canada. Yet, this minority group remains underrepresented in educational research. Past research has shown the numerous benefits minority children experience when engaging with literature that authentically represents their cultural background (see Cunard, 1996; Goldblatt, 1999; Goo, 2018; Steiner, Nash & Chase, 2008; Zhang & Morrison, 2010). This study gave Punjabi children the opportunity to interact with culturally-relevant stories in multimodal ways, and express their understandings through multiple literacies. The children constructed and shared meanings through verbal discussions, multimodal artwork and the inclusion of movement and dramatizations. They drew on a variety of lived experiences to make meaning from the stories. Their meaning-making processes were further enhanced by the collaborative experience of reading, constructing and sharing meanings. This study opens the door to future research into ways of using literature to foster engagement in the classroom and support children’s meaning-making processes.

Thesis advisor: Patrick Proctor / Youth of color are owed an “education debt” from this country, built on systems that sought to disenfranchise people of color, from colonialism and slavery to legacies of redlining and present-day criminalization practices (Ladson-Billings, 2006). Black, Indigenous and Latinx youth have consistently been pushed out of schools at higher rates than other groups (Morris, 2016). In recognizing this problem, this dissertation examined the ways that one alternative program in an urban-area in the Northeast sought to re-engage youth of color through emancipatory pedagogical models. All students, except for one, were youth of color with the majority of students being of Caribbean origin (i.e. Haitian, Dominican, Puerto Rican, Trinidadian, St. Lucian, Jamaican). In examining a need for emancipatory pedagogies, I conducted interviews with alumni and focus groups with current students to understand the multitude of reasons that students had been pushed out of traditional schools in their previous educational experiences. I then conducted interviews with past and present staff, as well as observations in the program, to understand the different pedagogies that were created that promoted decolonization and liberation in this particular alternative program. I then analyzed the short and long-term impacts of the program, primarily in understanding how the program shaped student identities. This study employed a qualitative approach, including a Youth Participatory Action Research component, to examine the factors listed above. MAXQDA was used to code transcripts of focus groups and interviews to determine themes in understanding the development and impact of emancipatory pedagogical models. Findings indicated the importance of creating a foundation for emancipatory pedagogies through staff spaces and conversations to understand implicit biases and teaching philosophies. This work should then be enhanced by building deep and supportive relationships with students and teaching in ways that uplift students’ cultures and promote critical consciousness. Key impacts of these pedagogies were found in racial identity, which was tied to gender identity and academic identity. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

This century is characterized by an increasing pace of globalization and migration that results in an increased diversity of classroom populations in Western countries. However, the teacher workforce still consists mostly of white females that come from different cultural backgrounds than their students, and who seem to lack the skills to respond to diversity in the classroom effectively. This raises the question of how the cultural mismatch can be overcome. The aim of this research is to explore how pre-service teachers can develop culturally relevant pedagogy, so they can establish a classroom environment that suits the needs of all learners. A systematic literature review is conducted, and 10 articles were analysed. The results show pre-service teachers can develop culturally responsive pedagogy through courses that offer knowledge or a combination of knowledge and field-based experiences. Factors that contribute to increased culturally relevant pedagogy are: previous experience with diversity, connecting theory and practice, modelling, learning through a community of learners, and critical reflection. However, research indicates that becoming a culturally relevant teacher is a time consuming process. Hence, it is recommended that teacher education programs include more courses in the curriculum to enable pre-service teachers develop this skill over time through taking part in a community of learners. In addition, as much of the current research originates from the United States, it is suggested future research focuses on other Western countries.

This case study provides a holistic, qualitative, and ethnographic examination of the Wings Over Jordan Celebration Chorus in its dedication and commitment to preserving the Negro spiritual and the history embedded in these songs. The elements of critical race theory provide an interpretative framework to examine the role of race in the identity of the chorus. This dissertation documents the activities and experiences of members of this historical African American chorus, founded by Maestro Glenn A. Brackens in 1988, to celebrate the 50th anniversary of the legacy and history of the original Wings Over Jordan Choir, founded in 1938 by the late Rev. Glenn T. Settle of Gethsemane Baptist Church of Cleveland, Ohio. The purposes of this study are to: 1) examine the reasons why members of the Wings Over Jordan Celebration Chorus have chosen to preserve the Negro spiritual, 2) to investigate the musical activities and experiences in which members of the Wings Over Jordan Celebration Chorus and Wings Over Jordan Alumni and Friends, Inc. have engaged to preserve the Negro spiritual and 3) to examine the critical role racial identity has played in the motivation and valuation for preservation of Negro spirituals by Wings Over Jordan Celebration Chorus. Interviews and focus group meetings conducted with members of the Wings Over Jordan Celebration Chorus and its administrative body, Wings Over Jordan Alumni and Friends, Inc., provided evidence that the preservation of Negro spirituals through this organization takes place through performance, education, and documentation. Interviews conducted with Maestro Glenn A. Brackens revealed his philosophy related to performance practices and vision for the future of this chorus. The debate on how to best perform Negro spirituals was also considered. Findings from the research indicate the critical role racial identity has on the motivation and valuation for preservation of Negro spirituals by members of this chorus. Cultural identity and community identity share both a link and a direct connection to the choir’s collective identity as an African American chorus. The identification of the chorus encompasses its mission to celebrate its musical heritage and inspire future generations to do the same. This dissertation shares the steps the chorus has taken to fulfill this mission. Implications for music education and suggestions for future research include investigation of the activities and experiences of other choral groups that have yet to be documented, to find innovative ways to bridge the gap between generations to preserve the history and meaning of the Negro spirituals and their relevance for today’s world, and to collaborate with scholars in various fields to create culturally relevant music curricula inclusive of Negro spirituals.

The purpose of this research study was to examine how STEM (science, technology, engineering, and mathematics) teachers incorporate culturally relevant teaching and multicultural education into their syllabi to prepare pre-service teachers (PSTs) with the expectation that this pedagogical method would result in successfully teaching diverse students. This study explored the history of K-12 STEM education as well as the access, participation, and performance of Black and Hispanic students in AP STEM courses. The final focus of the study was to examine how high school teachers of Advanced Placement (AP) STEM courses infuse culturally relevant practices into their teaching. The study examined data about the professional teaching experience, culturally relevant teaching (CRT) philosophy, and practices of teachers and how they create their syllabi to integrate culturally relevant teaching as they prepare pre-service teachers. In addition, it also examined and analyzed data from interviews with AP STEM teachers on the pedagogical and curricular materials they utilize to support the cultural diversity of students. The findings show that teacher educators and STEM in-service teachers are familiar with CRT and acknowledge its effectiveness as a strategy in reducing the achievement gaps that exist in the education of Black and Hispanic students when compared to White students. The findings also indicate that many teacher educators and in-service teachers can translate their understanding of CRT into practice as evidenced by the examination of their syllabi and lesson plans. However, teacher educators experience challenges in helping their PSTs see the relevancy of culture or culturally relevant teaching in STEM, and the AP teachers of STEM courses experienced challenges in maintaining student engagement and improving scores on the AP exams. This study suggests the necessity of supporting both STEM teacher educators and STEM in-service teachers through professional development to inform and support culturally relevant teaching in STEM education.

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Culturally responsive teaching practices in schools and classrooms have been shown to be an effective means of addressing the achievement gap, as well as the disproportionate representation of racially, culturally, ethnically, and linguistically diverse students in programs serving students with special needs. While there has been a recent influx in research discussing these issues, teachers and school staff lack clear examples and tools for best practices that will aid them in addressing the achievement gap and disproportionality effectively within their schools. Conducted in three phases, this research provides a framework for developing, implementing, and evaluating a culturally responsive tool for schools and school staff in order to impact beliefs and practices related to culturally responsive teaching, leading to the enhanced learning outcomes of all students.

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