Publication Date


Document Type


First Advisor

Flynn, Joseph E.

Second Advisor

Johnson, Laura R.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Curriculum and Instruction (CI)


This case study examined culturally responsive pedagogy (CRP) with a primary focus on students and their culturally responsive perspectives through qualitative interviews and focus groups with students and teachers at an alternative high school in Chicago. Using an engaged scholar and insider researcher approach, I was able to have deep and meaningful conversations with the participants that supplied a rich bond and foundation for data analysis. The overarching purpose of this study was to supply an understanding of how students and teachers understand cultural responsiveness to find cultural curriculum changes. A series of interviews, focus groups, and analysis of artifacts such as syllabi and assignments from their courses were used to get a better sense of their overall approaches to teaching and learning in the classroom. Key themes from the study include 1) students shared sensitive information about their academic and personal life that supplied clear insight into understanding their culture, 2) educators shared their perspectives and explained their rationale for their teaching style, 3) students talked about how educators should take the time to get to know them as more than just other students in class and also shared their true thoughts on their academic experiences and shared outside-of-school life events, and 4) educators enjoyed sharing parts of their personal life with students to show them they have many things in common. This shared connection encouraged students and educators to work together to discuss ways to enhance the cultural learning experiences in their school. It is hoped that such a study can make contributions to the research on CRP as well as inform instructional models and practices.


220 pages




Northern Illinois University

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In Copyright

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