Date of Graduation

Summer 2026

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Transformative Education and Social Change

Committee Chairperson

John Elmore, Ph.D.

Committee Member

Jason Wozniak, Ph.D.

Committee Member

Dana Morrison, Ph.D.

Abstract

This thesis explores the role of Culturally Responsive Teaching (CRT) as a means of fostering student belonging, dignity, and academic engagement within the United States public education system. Despite increasing cultural diversity in schools, many students continue to experience practices that fail to affirm their identities or reflect their lived experiences. The thesis proposes the development of a preservice teacher course designed to help incoming educators examine their own cultural identities and biases, understand the principles of culturally responsive teaching, and implement practical, low-preparation instructional strategies that foster authentic inclusion and belonging. By positioning students' cultural knowledge and lived experiences as assets rather than obstacles to learning, the proposed framework seeks to strengthen academic achievement, student engagement, and critical consciousness while advancing the democratic purpose of public education. This thesis argues that meaningful educational equity cannot be achieved through isolated diversity initiatives. Instead, lasting change requires preparing educators to intentionally create classrooms where every student is recognized, valued, and empowered to participate fully in their education and community.

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