Date of Award
2025
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Learning, Leadership and Change
First Advisor
Laura Hallberg, Ed.D.
First Committee Member
Louise J. Santiago, Ph.D.
Second Committee Member
Tonisha Webb, Ed.D.
Abstract
This study examines the lived experiences of four Black women teaching in primary grades, focusing on the ways their resilience and culturally responsive pedagogies shape the academic and personal growth of young Black students. Utilizing a qualitative endarkened narrative approach, this research explores how these teachers employ storytelling as both a pedagogical and cultural tool, drawing from their own experiences and ancestral knowledge to foster identity development, bridge the opportunity gap, and empower students during the foundational years of education. Through rich and layered narratives, the participants illuminate their journeys of resilience, detailing how they cultivate inclusive, affirming learning environments despite the systemic barriers they and their students face. Their stories reflect a genuine commitment to educational justice, demonstrating how culturally relevant teaching affirms student identity, nurtures self-efficacy, and strengthens academic achievement. Their lived experiences both inform their instructional practices and position them as key agents in disrupting cycles of marginalization that disproportionately affect Black children in early education. Findings reveal that the participants’ personal histories and cultural insights fundamentally shape their teaching philosophies, allowing them to nurture both intellectual and emotional development in their students. Their endarkened storywork serves as a counter-narrative to deficit-based perspectives, offering students both a mirror to see themselves reflected in the curriculum and a window into the power of their cultural heritage. The study highlights the indispensable role of Black women teachers in grades K-3, highlighting their impact in fostering resilience, belonging, and academic excellence among Black students. In doing so, this research affirms the necessity of centering culturally responsive, identity-affirming pedagogy in efforts to close the opportunity gap and reimagine equitable educational futures.
Pages
213
Recommended Citation
Newman, Nicole. (2025). (Re)membering: Navigating Culturally Responsive Teaching to Support Black Students from the Cultural Experiences and Life Histories of Black Women K-3 Teachers. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/4292
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