Date of Award

Fall 2021

Document Type

Open Access Dissertation


Educational Studies

First Advisor

Rhonda Jeffries


The purpose of this study was to determine how equity-focused inquiry could uncover gaps in opportunity for our students of color and determine root causes for those gaps. Through Inquiry as Stance and Critical Race Theory (CRT) as the driving frameworks, this study used practitioner inquiry to understand what gaps, if any, were present for students of color within our school. If gaps in opportunity were present, this study also aimed to discover what school level factors were contributing to the gaps. Three cycles of inquiry were used to help answer the following questions: (1) What common gaps in opportunity for students of color found in literature could potentially be present within our school? (2) What gaps in opportunity for students of color, if any, are present within our school? (3) What previously identified or unique school-level factors that impede students of color in our school are causing our instruction/curriculum to not achieve success for all students on state tests?

The cycles of inquiry produced evidence that there were several gaps in opportunity for students of color present within our school including gaps for our African American and Latinx students as well as our English Language Learners (ELLs) and their families. The findings and implications from the inquiry cycles will help teachers, staff, and administration to rethink practices and teacher preparation in order to create a more equitable school for all students.