Date of Award

Spring 5-28-2025

Document Type

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Global Inclusion and Social Development

First Advisor

Christopher Martell

Second Advisor

Sindiso Mnisi Weeks

Third Advisor

Cedric Woods

Abstract

Years of scholarship outline the benefits of asset-based pedagogy for all students, especially the culturally and linguistically diverse students who are now the majority student population in public schools. But there is scant research on how experienced in-service teachers modify their practices and beliefs to adequately prepare these students for 21st century leadership. This sequential mixed methods case study examined the efforts of elementary and middle school teachers as they grappled with personal, professional, and systemic barriers that arose as they worked to strengthen their cultural and community responsiveness by centering the local history of a historic great migration town.

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