Degree Date

6-2025

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Teaching and Learning

First Advisor

Dr. Sara Efron

Second Advisor

Dr. Todd Price

Third Advisor

Dr. Carolyn Theard-Griggs

Abstract

Culturally responsive pedagogy (CRP) has garnered growing attention in early childhood education due to its potential to cultivate inclusive and equitable learning environments for increasingly diverse student populations. This qualitative case study examines how early childhood educators perceive and implement CRP in classrooms with high concentrations of immigrant and culturally diverse students. Additionally, it explores the perceived impact of these practices on instructional effectiveness, classroom climate, and teacher-student interactions.

Data was collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis yielded four central findings: (1) teachers’ understandings of CRP varied considerably, with some demonstrating strong intentionality and others exhibiting limited conceptual grasp; (2) participants employed CRP through diverse strategies, including the integration of multicultural literature, inclusive dialogue, and culturally relevant curricular adaptations; (3) CRP practices positively influenced classroom climate by fostering a sense of belonging and mutual respect; and (4) CRP enriched teacher-child interactions, promoting student engagement, participation, and stronger relational bonds.

Findings suggest that while CRP enhances inclusivity and supports student learning, implementation is often constrained by limited professional development and institutional backing. This study underscores the need for sustained teacher preparation, administrative support, and longitudinal research into CRP’s impact on educational equity and student outcomes. By centering culturally responsive approaches, early childhood educators are better positioned to meet the needs of diverse learners and advance equity in early learning contexts.

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