Abstract

As the student population in American schools has become more racially and ethnically diverse, there is an urgent need to develop vital tools to accommodate the children of many cultures. By 2027, 44.7% of public-school students will be White, 15.2% Black, 29.2% Hispanic, 6.3% Asian/Pacific Islander, 0.9% American Indian/Pacific Islander, and 3.8% two or more races, according to the National Center for Education Statistics. (Digest of Education Statistics 2017, Snyder et al., 2019).

This study examines how administrators define and implement culturally responsive teaching (CRT), their roles in developing a positive perspective on CRT in classroom practices, and the leadership challenges they face in a diverse classroom. The expectation for this study will possibly highlight the need for aligned and targeted professional development programs that can impact teaching proficiency levels and high-student achievement. Leaders, support personnel, and teachers in an urban setting, especially those in the inner city of Los Angeles will be interviewed, observed, and will be involved in the analysis thereafter. This study will be grounded in several leadership theories developed in the early stages of the U.S. education system to the present while considering the cultural and immigration trends in California. As with many urban school districts across the country, the MEGA-Unified School District (MEGA-USD) has been under great pressure to make improvements. MEGA-USD faces numerous challenges, including low student performance, a lack of adequate teacher training programs, and inadequate assessment. Furthermore, continuous growth and diversity of the student body poses a threat not only to students’ achievement and performance, but directly compromises the organization’s leadership and overall educational structure.

Library of Congress Subject Headings

Culturally relevant pedagogy; Education, Urban--United States; Educational leadership; Teachers--In-service training

Date of Award

2025

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Shreyas Gandhi

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