Term of Award

Fall 2024

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (restricted to Georgia Southern)

Copyright Statement / License for Reuse

Digital Commons@Georgia Southern License

Department

Department of Curriculum, Foundations, and Reading

Committee Chair

Meca Williams-Johnson

Committee Member 1

Robert Lake

Committee Member 2

Edward Muhammad

Committee Member 3

Dina Walker-DeVose

Abstract

ABSTRACT

This descriptive qualitative case study examines the perspectives of eleven pre-kindergarten (pre-k) teachers in Newton County, Georgia. The data, collected from eleven teachers in predominantly Black pre-kindergarten classrooms has provided new insights into examining pre-k programs and teachers' perspectives on early childhood education influences on Black children's learning experiences. Results revealed that the study illustrated the necessity of having culturally responsive educators to reach Black children. Gathering authentic classroom stories was a critical insight into the dynamic between the classroom teachers, and their interaction with Black children, especially. The study utilized Critical Race Theory to highlight implicit bias behaviors, the disparities faced by Black children in the 21st Century, and the lack of Culturally Relevant Teachers in classrooms. Culturally relevant teachers’ pedagogy empowers Black pre-k children intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes (Ladson-Billings, 2009, p. 20). The results suggest that teaching self-regulation skills and engaging in challenging materials are essential for school preparedness for Black children to become future leaders in society and social skills to support Black children’s academic readiness for remarkable learning outcomes.

Research Data and Supplementary Material

No

Download

Share

COinS