Date of Award

Fall 2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Catherine Compton-Lilly

Abstract

Despite decades of educational reform, African American male students continue to experience persistent disparities in reading achievement. This qualitative case study explores the beliefs and pedagogical practices of three elementary educators identified as effective in supporting the reading development of African American males. Drawing on the frameworks of Culturally Relevant Pedagogy (Ladson-Billings, 1995) and Critical Race Theory (Delgado & Stefancic, 2012), the study seeks to illuminate how educators affirm students’ identities, maintain rigorous expectations, and create responsive learning environments that foster academic success.

Data sources included in-depth teacher interviews and classroom observations. Thematic analysis revealed three interconnected practices across cases: (1) use of culturally relevant texts and contexts, (2) high expectations with scaffolding and support, and (3) responsive and student-centered engagement. While all participants shared a commitment to equity and academic rigor, they enacted culturally responsive instruction through distinct approaches shaped by their professional identities and instructional styles.

Findings suggest that culturally responsive literacy instruction, grounded in high expectations and affirming pedagogy, can create powerful learning environments for African American male students. This study contributes to the existing literature by offering counter-narratives to deficit-based assumptions and providing practical insight into how culturally relevant pedagogy can be implemented to promote literacy achievement. Implications for educators, instructional coaches, and policymakers highlight the importance of teacher belief systems, identity-affirming practices, and the translation of equity-focused policies into classroom instruction.

Rights

© 2025, Rhonda Douglas Sumter

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