Date of Award
5-2025
Culminating Project Type
Dissertation
Styleguide
apa
Degree Name
Educational Administration and Leadership, K-12: Ed.D.
Department
Educational Administration and Higher Education
College
School of Education
First Advisor
Kayona, Frances
Second Advisor
Emerson, Steven
Third Advisor
Christensen, Amy
Fourth Advisor
Barron-Albers, Michele
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
“Culturally Responsive Practices”, “educational interventions”, “Culturally Relevant Pedagogy”, “Black K-12 students”, “student-centered education” “Black students in the K-12 education system”, “equity in educational leadership”, “Culturally Responsive School Leadership”, “culturally responsive education”, “equity in K-12 leadership”.
Abstract
The body of literature outlines the following innovative means to address the achievement gap: the interconnected nature of Culturally Responsive Practices as evidence-based educational interventions for Black K-12 students, along with the continuum of their replication to enhance academic outcomes (Gay, 2018; Hammond, 2015; Ladson-Billings, 1995b; Muhammad, 2020; Paris, 2012). Education is one of the five main components of Social Determinants of Health; equitable access to quality education is deemed to be a human right according to the Partnership for Global Education.
This study centers on the evaluation of best practices regarding culturally responsive educational interventions for Black K-12 students, and school principals’ viewpoints for replication to address the achievement gap. The research explored school principals’ perceptions and perspectives related to the repeated and seamless integration of Culturally Responsive Pedagogy in curriculum development, and student performance evaluation. Also, the research examined the impact of organizational culture on school principals’ decision-making as educational leaders, in relation to the identification and implementation of educational intervention approaches designed for effective student learning.
Additionally, this study aimed to reposition the achievement gap narrative from the lens of a growth mindset, using K-12 school principals’ positions on Culturally Responsive School Leadership to create successful learning environments for Black K-12 students.
Reflections from school principals on their experiences in designing culturally responsive interventions reveal that Culturally Responsive Pedagogy develops the basis for establishing a safe and inclusive learning environment for all students, with a particular focus on Black K-12 students. Culturally Responsive Teaching is crucial for promoting student-centered instruction and enhancing academic outcomes for students from diverse cultural backgrounds.
Recommended Citation
Akakpo, Ama E., "School Principals’ Perceptions and Perspectives on Culturally Responsive Practices that Enhance the Academic Success of Black K-12 Students" (2025). Culminating Projects in Education Administration and Leadership. 130.
https://repository.stcloudstate.edu/edad_etds/130
