Date of Graduation

5-2026

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership (EdD)

Degree Level

Graduate

Department

Counseling, Leadership, and Research Methods

Advisor/Mentor

Lasater, Kara

Committee Member

Pijanowski, John

Second Committee Member

Hensley, Michael

Keywords

marginalized communities; CRRE; teaching practice

Abstract

Culturally responsive and relevant education (CRRE) teaching practice are crucial to implement at the tertiary level to support post-graduate preparation for students from marginalized communities. This case study explores the impact, or lack thereof, of these teaching principles in a higher education program specifically created to support diverse populations of students in preparing for graduate level studies and professions in academia. Data were collected via one-on-one interviews with students and staff in the program. Data were then analyzed to explore the extent to which culturally CRRE principles were integrated into TP and how that integration impacted student preparation for academia. After analyzing interviews, the findings were categorized into four major themes: Integrating Cultural Relevance through Program Design, Positive Impacts of Cultural Responsiveness on Student Learning, Challenges and Gaps in Program Implementation, and Opportunities for Growth and Change. Students generally felt affirmed, accepted, and seen by the program’s leaders as individuals from marginalized communities. However, there was room for improvement related to establishing consistent feedback structures to support students’ academic growth, as well as their exposure to academic professionals that reflected their cultural identities and research interests. This dissertation presents two articles from the case study. The first article presents the empirical investigation of the case, and the second article presents a teaching case based on these empirical findings.

Download

Share

COinS