Date Approved
6-12-2024
Embargo Period
6-13-2026
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Educational Leadership, Administration, and Research
College
College of Education
Advisor
James Coaxum, Ph.D.
Committee Member 1
Hajime Mitani, Ph.D.
Committee Member 2
Hajime Mitani, Ph.D.
Subject(s)
Culturally relevant pedagogy; Science teachers
Disciplines
Education | Science and Mathematics Education
Abstract
The study investigated teacher perceptions on the influence of culturally responsive instruction in advanced placement (AP) science courses, focusing on teachers of underrepresented student populations. The study explored how teachers viewed these educational strategies to support diverse student groups and bridge opportunity gaps prevalent in AP science education. Through narrative analysis, the research considered teachers' perceptions and implementations of culturally responsive practices and the engagement of underrepresented students in AP science. This exploration interpreted the potential of culturally responsive pedagogy to enhance student outcomes, participation, and interest in science, contributing to a more equitable and inclusive AP science experience while empowering a broader and more diverse generation of future scientists. The findings from this study revealed details about implementing Culturally Responsive Teaching (CRT) practices. Teacher reported that integrating culturally responsive instructional approaches was crucial for supporting students who may be considered non-traditional AP science students. The findings indicated that teachers believe integrating culturally responsive science instruction could inform their narratives as instructors to leverage student curiosity to explore complex scientific challenges.
Recommended Citation
Frey, Nathan, "EXPLORING CULTURALLY RESPONSIVE INSTRUCTION IN ADVANCED PLACEMENT SCIENCE: PERSPECTIVES FROM TEACHERS OF UNDERREPRESENTED STUDENTS" (2024). Theses and Dissertations. 3241.
https://rdw.rowan.edu/etd/3241
