Doctor of Philosophy (PhD)



Document Type



As a growing number of students from racially and culturally diverse backgrounds enter United States’ public schools, fundamental changes in our educational system are essential to ensure the educational equity and academic achievement of all students. Historically, students from diverse racial, cultural, and linguistic backgrounds perform lower on multiple indicators of school success than their White counterparts (Howard, 2015; Ladson-Billings, 2000, 2009). Scholars and theorists attribute the low academic performance of students of color to two obtrusive and related factors: the disparity between the demographic profiles of teachers and student, and the absence of multiculturalism and culturally responsive pedagogy in K-12 public schools. Education reform initiatives, however, have responded to these related factors with separate efforts. The intent of this study was to contribute to an insufficient body of research that focuses on the preparation and development of Black teachers. The study was designed to investigate the experiences of public HBCU teacher education graduates and gain an in-depth understanding of how they perceived their development and preparation to facilitate academic achievement for students of color.



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Committee Chair

Varner, Kenny



Included in

Education Commons