Date of Award

Fall 2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Yasha Becton

Abstract

This mixed-methods action research study explored the impact of incorporating Culturally Relevant Pedagogy (CRP), goal setting, and growth mindset strategies into the learning environment of an advanced mathematics course. The overall goal was to increase enrollment of underrepresented student groups in advanced mathematics courses at a small rural high school in Georgia. The problem of practice addressed in this study is the underrepresentation of African American students in advanced-level mathematics courses, such as Precalculus and Calculus, due to structural, cultural, and psychological barriers. Despite the importance of advanced mathematics for college readiness and access to STEM careers, students from underserved communities at a small rural high school in Georgia often lack both the opportunity and the encouragement to pursue these rigorous courses.

Guided by the theoretical frameworks of CRP and Achievement Goal Theory (AGT), the study focused on building students’ self-efficacy, fostering a culturally inclusive classroom environment, and helping students develop personal academic goals. The intervention targeted Algebra II students and was designed to equip them with the tools and confidence needed to enroll in advanced math courses.

Findings revealed that culturally responsive instruction, when combined with structured goal setting and growth mindset practices, positively influenced students’ beliefs in their mathematical abilities and increased their willingness to take advanced math. The study also identified several barriers to advanced course enrollment, including limited course offerings, fear of failure, GPA concerns, and a lack of representation and encouragement.

Rights

© 2025, Srinivas Akella

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