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A culture of care in elementary schools to impact Black student academic achievement: a case study
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A Culture of Care in Elementary Schools to Impact Black Student Academic Achievement: A Case Study
Cydney E. Junius
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
May 2023
© Copyright by Cydney Junius 2023
All Rights Reserved
The Committee for Cydney Junius certifies the approval of this Dissertation
Monique Datta
Courtney Malloy
Kathy Stowe, Committee Chair
Rossier School of Education
University of Southern California
2023
iv
Abstract
Black students have historically underachieved academically compared to their non-Black counterparts
and school reforms fail to remedy the problem. Alternatively, studies show a culture of care in schools
boosts academic success for Black students. This research study examines teacher perceptions of the
strategies educators employ to create a culture of care at one exemplar school site. Teacher participants
were interviewed and data collected revealed that a culture of care is created when Black students feel
a sense of belonging, representation, and caring relationships with educators. Teachers also expressed
the need for school leaders and families to partner with them to sustain the culture. This study was
conducted to inform elementary educators as they seek to create caring cultures at other schools for
the benefit of their Black students.
v
Dedication
To my ancestors, whose examples of determination, perseverance, and deep love planted the seeds of
possibility that allowed for this achievement. Specifically, to my grandfather, Judge James N. Reese (USC
Law ’44), whose unyielding passion for Black student education undoubtedly influenced this study. And
to Black children everywhere: may you experience love, joy, and care in your schools as you fully
blossom in fulfilling your life missions.
vi
Acknowledgments
I would like to extend deep gratitude to the Junius, Francis, Reese, Tweed, and McDonald family
members who gave their loving support during this academic journey. To my heartbeats: Terrance,
Mom, Bailey, Kendall, and Channing, thank you for your constant cheering, your understanding when I
needed time to devote to this program, your powerful daimoku, weekly ramen to keep me fueled, and
for wiping my tears and picking me up when it was all too much. This degree is for us all and, children, I
hope I have shown you what is possible when you never give up.
I offer my deepest thanks to my dissertation committee, Dr. Kathy Stowe, Dr. Monique Datta,
and Dr. Courtney Malloy, for your wise guidance and staunch support throughout this adventure.
Thank you to the deeply committed teachers who agreed to participate in this study. Your
dedication to the craft of teaching is admirable and all students deserve caring educators like you.
Thank you to my dear friends who gave me grace during this process while I was underwater. I
look forward to nourishing our friendships now that I can come up for air.
And I thank my fellow members of the Soka Gakkai International (SGI-USA) who buoyed me with
encouragement during this experience. Finally, I extend endless gratitude to Buddhist philosopher and
founder of the Soka schools system Dr. Daisaku Ikeda, a mentor for peace, culture, and education who
wrote: “we must send sparks flying from the hearts of youth using the flame within. To educate is to
kindle the soul’s flame!” (2021, p. 177).
vii
Table of Contents
Abstract ....................................................................................................................................................... iv
Dedication .................................................................................................................................................... v
Acknowledgments ....................................................................................................................................... vi
List of Tables ................................................................................................................................................ ix
List of Figures ............................................................................................................................................... x
Chapter One: Introduction ........................................................................................................................... 1
Background of the Problem ............................................................................................................ 2
Statement of the Problem ............................................................................................................... 3
Purpose of the Study and Research Questions ............................................................................... 3
Importance of the Study ................................................................................................................. 4
Overview of Theoretical Framework ............................................................................................... 5
Definition of Terms ......................................................................................................................... 5
Organization of the Study ............................................................................................................... 6
Chapter Two: Literature Review .................................................................................................................. 7
Black Student Oppression ............................................................................................................... 7
A Culture of Care in Schools ............................................................................................................ 8
Challenges to Creating a Culture of Care for Black Elementary Students ..................................... 19
Black Elementary Student Achievement ....................................................................................... 20
Conceptual Framework ................................................................................................................. 21
Summary ....................................................................................................................................... 23
Chapter Three: Methodology ..................................................................................................................... 24
Research Questions ....................................................................................................................... 24
Overview of Design ....................................................................................................................... 24
Research Setting ............................................................................................................................ 25
viii
The Researcher .............................................................................................................................. 26
Data Source ................................................................................................................................... 27
Credibility and Trustworthiness .................................................................................................... 29
Ethics ............................................................................................................................................. 30
Chapter Four: Findings ............................................................................................................................... 32
Study Participants ......................................................................................................................... 33
Research Question 1: What are the Perceptions of Teachers Regarding the Strategies
They Employ to Create a Culture of Care to Promote the Academic Achievement of Black
Elementary Students? .................................................................................................................. 36
Summary ....................................................................................................................................... 54
Research Question 2: What Are the Teachers’ Needs at the Different System Levels to
Sustain a Culture of Care That Supports the Academic Achievement of Black Elementary
Students? ...................................................................................................................................... 55
Summary ....................................................................................................................................... 62
Chapter Five: Discussion and Recommendations ...................................................................................... 64
Discussion of Findings ................................................................................................................... 64
Implications of Research ............................................................................................................... 67
Recommendations for Practice ..................................................................................................... 68
Limitations and Delimitations ....................................................................................................... 76
Conclusion ..................................................................................................................................... 79
References ................................................................................................................................................. 80
Appendix A: Interview Protocol ................................................................................................................. 87
Questions ..................................................................................................................................... 87
Closing ........................................................................................................................................... 89
ix
List of Tables
Table 1: Research Questions and Data Collection Methods 25
Table 2: Participant Overview 34
x
List of Figures
Figure 1: Conceptual Framework 22
1
Chapter One: Introduction
Black students have historically underachieved academically compared to non-Black peers (de
Brey et al., 2019; U.S. Department of Education, 2019; Voight, 2013). Because of the systemic
oppression of Blacks in the education system, their underachievement is what Ladson-Billings (2006)
described as an achievement debt owed to Black students. This achievement debt, or disparity, is a
result of systemic oppression of Blacks in the education system (Love, 2019; Tillman, 2004). To combat
this systemically oppressive educational climate, policymakers and reformers have instituted countless
programs to boost the achievement of Black students with inefficient results (de Brey et al., 2019). To
combat learning disparities and challenges within schools, some educators have employed strategies
towards a culture of care, which supports the boosting of academic achievement and positive behavior
of students (Dissi et al., 2019).
Cavanagh et al. (2012) defined a culture of care as one in which schools and educators are
cognizant of how classroom values, beliefs and practices within a school create environments where
students feel safe to engage, contribute, and belong while also feeling confident and affirmed in their
own cultural identities. Knowing the impact of the school environment on the well-being of elementary
students, it is imperative to understand how a culture of care influences the academic achievement of
the Black student population, specifically. Underserved children have an increased need for social-
emotional support and care, which subsequently has a greater impact on their behavioral needs and
ability to achieve (Lopez, 2016).
In the quest to serve all students, it is crucial that effective, equitable strategies are researched,
implemented, and made accessible to educators to serve Black elementary students at the highest level.
The research examined for this study indicates a culture of care in schools impacts how successfully
students of color, particularly Black students, can succeed academically in their public education
experience (Cavanagh et al., 2012; Voight et al., 2015). A culture of care can include elements within a
2
school environment that help students feel safe and valued, often appearing as culturally responsive
teaching and the development of social-emotional skills. Ultimately, it is the responsibility of educators
to build school culture in the manner that will best support these marginalized students.
Background of the Problem
As a result of historical hiring and schooling practices of school districts nationwide, Black
students remain an underserved community within America’s public school system (Ladson-Billings,
2006). Ladson-Billings argued that the historical, economic, sociopolitical, and moral choices and policies
of society have resulted in an education debt owed to Black students. Schools, as microcosms of society,
also play a primary role in the struggle of Black students to succeed. Diem and Welton (2020) stated that
Black students are dehumanized and face a myriad of challenges in schools, thus contributing to their
underperformance. According to Diem and Welton (2020) Black students face many obstacles in
schools, including
lack of opportunity and access to quality education, to body shaming and banning hairstyles
such as locs or afros; violent disciplinary actions; [and school community members] reinforcing
stereotypes; and making outright racial slurs as if they were part of the acceptable school
vernacular. (p. 5)
Black students experience schooling in oppressive environments and are more likely than their non-
Black peers to experience “learning lacerations” because of mistreatment by teachers, peers, and school
leadership (Laura, 2018, p. 27).
Systemic disparities also diminish the school experience for Black students. Researchers argued
that Black students receive punitive disciplinary actions disproportionately compared with peers of
other racial and ethnic backgrounds (Voight et al., 2015). Removal from academic settings impacts
learning and exacerbates students’ feelings of disconnection with school (Pate et al., 2021). Absence of
representation in curricula and unfavorable school policies diminish positive school culture for these
3
students. Laura (2018) named these harms as “restricted culture and outdated organization of our
educational settings, limited definitions of intelligence and narrow contours of curricula, [and] the
relationships teachers and students should but often do not establish and sustain through school” (p.
27). These obstacles contribute to school cultures that can be construed as uncaring towards the Black
student population in K–12 schools. Therefore, it is imperative to study how school culture is created
and improved to foster the scholastic accomplishment of Black students.
Statement of the Problem
Educational research revealed evidence that Black students overall underperform academically
at the elementary school level compared to peers of other racial groups (de Brey et al., 2019; U.S.
Department of Education, 2019). Much of this literature focused on achievement through a deficit
perspective within community-based challenges, with varied reasons why these students struggle to
achieve, such as poverty, lack of family support, and lack of resources. However, schools play an integral
part in the academic success of Black students and must work to support this marginalized community
(Ladson-Billings, 2006). School leaders and teachers are responsible for fostering a culture of care in
their educational communities to support Black students. What is not yet understood is what practices
result in cultures of caring that support Black elementary students.
The elementary school years are the foundation for students’ educational careers and educators
must be intentional about supporting the system’s most vulnerable students, Black children (Mallett,
2017). It is important for researchers to understand the strategies used within the classroom as well as
within school-wide efforts in creating a culture where students feel seen, heard, and safe. This study will
examine the practices that teachers and leaders utilize to create a culture of care in a local public school
where Black students thrive and achieve academic success.
Purpose of the Study and Research Questions
The purpose of this study is to understand the practices educators utilize in public schools that
4
create a culture of care for Black students and impact their academic success. Positive school culture has
been shown to impact students’ well-being and academic achievement in schools, however, there are
few studies aimed at understanding its impact on the Black student experience in elementary schools.
Identifying the structures and practices existing in public schools provides an example for other
institutions to follow, increasing the number of Black students experiencing academic success in
elementary grades.
The following research questions have been structured to guide the study:
1. What are the perceptions of teachers regarding the strategies they employ to create a
culture of care to promote the academic achievement of Black elementary students?
2. What are the teachers’ needs at the different system levels to sustain a culture of care that
supports the academic achievement of Black elementary students?
Importance of the Study
The public education system is ineffective for Black students. School environments have proven
to be hostile towards Black students, causing harm, disconnection from school communities, and
subsequent lack of academic achievement. Policymakers have implemented various strategies aimed at
improving the success of historically marginalized students, yet Black students have consistently
underachieved compared to peers of other ethnic groups (U.S. Department of Education, 2019).
Academic policies have failed to address the struggles Black students face in the early school years,
which can impact their success in later life. In the foundational years of elementary school, it is
imperative that students master academic skills, which will support their achievement in middle and
high school and ultimately allow them to access higher education and contribute to society (Turner,
2020). Research indicated that academic success in high school leads to postsecondary achievement,
greater chances of employment, higher salaries, and an increased quality of life (Knight-Diop, 2010).
Research also showed Black students have a reduced rate of high school completion compared to White
5
students and that the disparities in achievement begin as early as elementary school (Knight-Diop,
2010). Therefore, this study will illuminate an exemplary school for other institutions and districts so
that others can implement similar strategies to support Black elementary student achievement.
Understanding and identifying effective practices will empower elementary educators to replicate
successful strategies to support their Black student populations by dismantling oppressive practices and
building cultures of care to foster success.
Overview of Theoretical Framework
Bronfenbrenner’s (1977) ecological systems theory seeks to explain how environmental
influences impact an individual. When studying a child’s development, one must examine the
connection between the various layers in its environment, ranging from immediate surroundings of
school to larger societal environs, according to Bronfenbrenner’s theory (Guy-Evans, 2020). This
principle aligns with the study because it will examine the practices educators utilize at the school-wide
and classroom levels to create a culture of care in order to build learning environments that impact the
achievement of Black elementary students.
Definition of Terms
• Academic achievement is defined as the learned proficiency in academic skills and content
knowledge demonstrated through assessment (McCoy et al., 2005).
• Black students are defined as school-enrolled children born to parents who descended from
African countries or the Caribbean (Harris & James, 2007).
• Culturally Relevant Pedagogy is a theory that explores student achievement coupled with
supporting student’s cultural identities (Ladson-Billings, 1995).
• Culture of care is a term used to describe an academic environment where relationship-building
between school community members takes precedence over academics, coupled with the idea
that without social-emotional skills, learning will falter (Cavanagh, 2007).
6
• Social-emotional learning (SEL) is defined as the process through which people “acquire and
apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and
achieve personal and collective goals, feel and show empathy for others, establish and maintain
supportive relationships, and make responsible and caring decisions” (Collaborative for
Academic, Social, and Emotional Learning [CASEL], n.d.).
Organization of the Study
Following this introductory chapter is a literature review that discusses the existing research
found related to this topic. Chapter 3 will discuss the methodology of the research, including the
population sampling, instrumentation, and data collection used for the case study school. Chapter 4 will
discuss the findings of the study and Chapter 5 will feature a summary of the study, conclusions, and
recommendations for future research.
7
Chapter Two: Literature Review
Schools are active, vibrant communities charged with the important work of educating youth so
that they may positively contribute to society for generations. Students are expected to successfully
navigate the school system by demonstrating academic achievement, evidenced through adequate test
scores and other assessments. Research showed students’ academic performance is directly impacted
by the educational environment in which they are immersed (Cuellar et al., 2021). Therefore, this
literature review will examine the literature documenting the link between a culture of care and Black
elementary school students’ academic performance. The review also will guide this research study to
understand what strategies educators employ to create a culture of care to support Black students’
achievement within elementary schools.
This literature review begins by examining a history of Black student oppression in schools,
explores the concept of a culture of care, and then moves to examine its impact on students’ academic
achievement. The review then explores the disparities in achievement between Black students and their
non-Black peers, along with contributing factors to the gap in academic performance. This review
explores the various system levels that impact a school’s culture of care, examining strategies that
create caring cultures for Black students, as well as challenges in doing so. Furthermore, the review will
narrow to examine the learning experiences of Black elementary students, specifically, before
introducing the conceptual framework that guided the study. Finally, the chapter will end with a
summary of the reviewed literature.
Black Student Oppression
Since the landmark Oliver L. Brown et al. v. the Topeka (KS) Board of Education decision of 1954,
which set in motion the integration of America’s public schools, Black students have faced challenges
within the K–12 education system, from reduced feelings of belonging to inadequate academic
resources (Love, 2019; Rothstein, 2017). Integration laws resulted in “White flight,” a phenomenon
8
where White families left racially mixed neighborhoods to seek more homogenous communities, and
Black students were left with under-resourced schools, as exiting families took school-funding dollars
with them to new communities (Massey et al., 2014). According to Love (2019), schools in higher-
income communities attract high-quality teachers, low staff turnover, and more extracurricular activities
available to students, among other advantages resulting in disadvantaged students in schools with lower
funding.
In the ten years following the Brown v. Board court case, schools were also transformed after
nearly 40,000 Black educators were dismissed from schools in 17 states in a mass firing (Tillman, 2004).
As a result, newly integrated schools employed White educators who were ill-equipped to provide Black
students with culturally relevant pedagogy or environments of care, much of which stemmed from
discriminatory practices. Having been ejected from all-Black schools, where African American educators
were respected and revered as instrumental figures in their communities, Black students were suddenly
thrust into White-dominated schools where they faced countless challenges, such as discrimination and
inequitable practices (Love, 2019; Tillman, 2004). As a result of firings and other barriers to the hiring of
teachers like them, Black students majoring in education declined 66% between 1975 and 1985 while
another 21,000 Black teachers lost their positions between 1984 and 1989 due to credentialing and
program admission requirement changes (Tillman, 2004). These factors have led to the teaching force
being nearly 85% White educators, mostly female, as the student population has become increasingly
more diverse (Wandix-White, 2020). These events in the history of American schools contributed to
Black student oppression (Love, 2019).
A Culture of Care in Schools
While schools are historically places of academic learning, these institutions are increasingly
becoming hubs of holistic human development that provide not only knowledge development but
nurturing environments for students. Noddings (1992) wrote that humans share a universal desire for
9
care and points to this need explicitly within schools among society’s youngest members, our students.
Noddings (1992) also asserted that students possess the desire to receive care in the formative
environments of school, and that educators must fulfill this need in the quest to support student
learning. As schools continuously evolve to find solutions to student learning challenges, researchers
have named a “culture of care,” or a caring school climate, as beneficial to educational outcomes,
especially among learners of color and otherwise marginalized student populations (Voight et al., 2015).
Cavanagh (2007) defined a culture of care in an educational setting as one where relationship-
building takes precedence over academics, coupled with the idea that without social-emotional skills
learning will falter. This definition is impactful for students of color as Antrop-González and De Jesús
(2006) argued that schools need to implement critical care where students are acknowledged for the
cultural knowledge they possess and share in educational settings. Furthermore, research suggested
that fostering a culture of care creates environments where students feel affirmed in their identities,
perceive physical and emotional safety, and experience trusting and respectful relationships with peers
and educators (Cavanagh et al., 2012). According to Habib et al. (2013), creating a culture of care in
schools involves educators building relationships with students they serve, while displaying holistic
caring, building their capacity, and fostering trust with these youth.
Research revealed that students often describe schools as uncaring environments where test
scores and performance are seen as more important than student well-being (Walls et al., 2021). These
findings came two decades after the emphasis on academic achievement was seen in the educational
reform No Child Left Behind (NCLB) Act of 2001 implemented by the U.S. Department of Education.
Shifting away from the sharp focus on test preparation as seen with NCLB, the Every Student Succeeds
Act (ESSA) sought to highlight a more student-centered approach to achievement, shifting the focus to
students and teachers and away from programs and practices of evaluation (Dennis, 2017). However,
10
little has changed in public schools nationwide and the emphasis on care is still aspirational in many
places of learning.
Impact of a Caring Culture on Student Achievement
Researchers asserted that creating a positive school climate for marginalized children is
beneficial to their overall academic performance. Cultures of care in schools create opportunities for
students to experience feelings of safety, belonging in their academic communities, quality relationships
between teachers and students, and opportunities for participation among peers, all which contribute
to student achievement (Allbright et al., 2019; Voight et al., 2015). In fact, scientific studies showed that
the physical development of a child’s body and brain is directly shaped by the quality of their social
interactions and relationships (Immordino-Yang et al., 2018). Therefore, the connection between how a
student perceives a school’s culture of care and their level of academic achievement is clear.
Additionally, there is empirical evidence showing the correlation between a positive school
culture and higher student achievement varies between students of color and their White peers (Voight
et al., 2015). For marginalized students, a lack of care in one’s school environment correlates with a
lower academic achievement, whereas the presence of a caring school culture is more likely to promote
student learning (Schussler & Collins, 2006). Allbright et al. (2019) stated that racially minoritized
students are more likely than White students to experience less caring school cultures and a lessened
connection with teachers and peers while White students perceive a more positive school culture
overall.
Students learning in schools that promote cultures of care also demonstrate more positive
school behavior and habits than those who do not, according to Voight et al. (2015). In addition, Reno et
al. (2017) affirmed that students learning in school environments with positive cultures feel a deeper
level of connection with the educational environment and are less likely to drop out of school. An
analysis by Walls et al. (2021) indicated that for students, being enveloped in a caring school
11
environment is a key component of and leads to deeper engagement. The following sections will discuss
the various system levels that impact teachers’ abilities to create cultures of care and affect student
academic achievement.
The Chronosystem Level: Societal Challenges Impacting School Culture
Black students experience a number of oppressive phenomena within the modern public school
system that function as obstacles to their academic progress when compared to non-Black peers.
Ladson-Billings (2006) wrote that the disparity between Black student achievement and that of White
students should be viewed as an educational debt that is owed to Black students and consists of
“historical, economic, sociopolitical, and moral components” (Ladson-Billings, 2006). Bean-Folkes and
Ellison (2018) also alluded to the long history of challenges Black people have endured surrounding
education, from Black enslaved persons being prevented from learning to read and write to
stereotypical assumptions of teachers, administrators, and lawmakers about Black students as low
academic performers. According to Laura (2018), Black students suffer learning lacerations which can be
defined as unestablished relationships between teachers and students, narrowed definitions of
intelligence, lack of culturally inclusive curricula, and the restricted culture of educational settings. These
environments demonstrate an absence of a caring culture, which can be correlated with reduced
academic achievement among Black students.
Research indicated there are systemic causes that contribute to the educational debt owed to
Black students. Ladson-Billings (2006) argues that the education debt is created by historical, economic,
sociopolitical, and moral decisions and policies within American society. As a result of this debt, Black
learners frequently experience a disconnection with schools appearing as student disengagement,
academic underperformance, increased dropout rates, suspension, and expulsion (Ladson-Billings,
2014). The following systemic issues appeared in several research articles as contributing to Black
student achievement outcomes.
12
Research pointed to financial disparities as a cause of low academic achievement of Black
students suggesting these students on average underperform due to their access to underfunded
schools, which are plagued with underprepared teachers and few resources (Love, 2019). The issue of
underfunding resulted following the landmark Brown v. Board of Education case of 1954, which
desegregated public schools across the country. As a result, White families chose to leave increasingly
diverse areas in favor of other homogenous suburban communities, a practice known as “White flight”
(Massey et al., 2014). Such population movement pulled resources from public schools where Black
students remained, leaving them with resources and underprepared teachers who settled for positions
in hard-to-staff institutions (Massey et al., 2014). The problem persists today at such “urban” schools,
where the majority of Black students receive instruction.
Additionally, as White families fled larger metropolitan areas for the suburbs, areas with Black
families increasingly entered into low socioeconomic status (Rothstein, 2017), which has a direct effect
on Black students’ academic performance. Local policies, along with federal and regional zoning rules,
made loans and other financial resources scarce for Black families, which also impacted community
schools. Community economics impact the education debt because students from families with low
socioeconomic status tend to display lower levels of academic achievement and improve at a slower
pace than students of higher socioeconomic communities (Scammacca et al., 2020).
The Exosystem Level: Disproportionate Disciplinary Practices
Another contributing factor to the educational debt owed to Black students which impacts their
academic achievement is the disproportionate amount of disciplinary actions taken with this group.
Kennedy (2019) called the disproportionate suspension of Black boys a civil rights problem. Disciplinary
policies stem from district-level administrators who implement federal mandates and make decisions
that impact schools. With the implementation of zero tolerance, a federal policy created by the
Department of Education in the 1980s which stipulated equal punishment regardless of the gravity of
13
the behavioral offense or individual context, schools adopted the practices in the 1990s as school
shootings and drug use emerged (Trinidad, 2021; Wadhwa, 2017). Schools that did not comply with the
Gun-Free School Act of 1994 were denied federal funding, setting a precedent for schools to adopt strict
federal disciplinary rules (Wadhwa, 2017).
Research indicated that disciplinary policies like zero tolerance impact Black students at greater
rates than their non-Black peers (Payne & Welch, 2010). While there is no evidence to suggest they
commit more offenses, Black students are more likely to receive suspensions or out-of-school expulsions
than their White peers (Voight et al., 2015). Skiba et al. (2014) stated that Black students are more likely
to receive more severe disciplinary consequences than their peers for similar infractions. Additional
research says that Black students receive fewer mild infractions than non-Black students (Payne &
Welch, 2010).
Noltemeyer et al. (2015) asserted that zero-tolerance disciplinary policies further marginalize
academically disadvantaged students by further distancing them from schools, emotionally and
physically. On the contrary, Steinberg and Lacoe (2017) offered the Response to Intervention (RTI)
practice as an equitable disciplinary strategy for schools, as the program tailors the intervention
response to the individual student and offense. Whereas zero-tolerance stipulates blanket
consequences for specific behavioral missteps, RTI makes room for various aspects of a student’s
situation to be evaluated before enacting disciplinary measures making for more equitable responses by
educators. Reimagining inequitable disciplinary policies is an important step towards improving school
culture for Black students.
Furthermore, disproportionate disciplinary practices extend to Black children in their early years
of school. According to Wright and Ford (2019), Black children in preschool experienced similar actions
and were expelled or suspended at 3.6 times the rate of White students. These inequitable disciplinary
measures lead to repeated suspensions and expulsions, lower graduation rates, and reduced academic
14
achievement (Pate et al., 2021). The disproportionate rates of exclusionary discipline practices points to
a larger systemic issue within education stemming from inequitable district and school-based policies.
A culture of care for Black students includes equitable disciplinary practices since they are more
likely to face disciplinary actions than their White peers and other non-Black students (Skiba et al.,
2014). Researchers contended that implementing alternatives to exclusionary practices, such as
suspension and expulsion, would contribute to building a caring culture for Black students. One such
alternative is the practice of restorative justice (RJ), which has roots in the cultures of indigenous
peoples in North America and focuses on the building and repair of relationships (Wadhwa, 2017). After
a conflict or harm has occurred, a process of restorative justice is facilitated to heal both the person who
caused harm and the person who experienced it to repair the relationship and attend to the needs of
both individuals. According to Wadhwa (2017), the process of restorative justice also restores
individuals’ dignity but also the injury, community, and environment.
The Mesosystem Level: Race-Based Educator Impact on Culture
One barrier to creating a culture of care for Black elementary students is that they may face
implicit bias on the part of their teachers. Implicit bias is defined as an unconscious belief that one has
towards another person or group and may not reflect their perceived belief about others (Beachum &
Gullo, 2020; Chin et al., 2020). Implicit bias impacts how teachers perceive student behavior and
research shows educators hold bias toward students (Chin et al., 2020). Furthermore, research showed
White teachers perceive students of color as more problematic than teachers who share the same race
(Kennedy, 2019). Research also indicated that teachers who hold strong implicit bias often view Black
student behavior as threatening and warranting more severe consequences as opposed to White
students, who receive lesser disciplinary actions (Chin et al., 2020). Kennedy (2019) affirmed that school
leaders can impact teacher bias by implementing specific trainings to combat teachers’ deficit
perspectives and self-efficacy.
15
According to Beachum and Gullo (2020), while most teachers identify themselves as practicing
equity and holding inclusive views of others, teachers tend to have pro-White attitudes and hold racial
stereotype-informed biases. This finding is particularly detrimental for classroom teachers because their
biases inform automatic responses, such as those made with and about students in school settings.
Beachum and Gullo explain that implicit bias can tarnish the decisions made by teachers when they
operate on autopilot within mentally stressful environments such as classrooms, as opposed to
situations where teachers have ample time and resources to make bias-free choices concerning
students.
Furthermore, teacher implicit biases affect their expectations of students, which are linked to
student achievement levels because of teachers’ varied behavior towards students (Beachum & Gullo,
2020; Reno et al., 2017). Chin et al. (2020) stated that teachers’ implicit bias impacts their academic
evaluation and expectations of students. Additionally, teachers’ implicit biases can negatively impact
Black students who may underachieve due to a self-fulfilling prophecy (Chin et al., 2020).
In addition, Picower (2009) shared that some White teachers view their work in schools with
high numbers of marginalized students as savior work, which creates a hierarchical balance of power
where teachers are the givers of information and students are recipients of knowledge. Viewing
marginalized students as needing to be saved is a form of implicit racial bias and results in teachers
engaging students through a deficit lens whereby students are not challenged, held to high standards,
and thus underachieve (Bean-Folkes & Ellison, 2018). This deficit perspective is conflated with the White
feminist view of care described as “notions of caring as an emotion-laden practice characterized by low
expectations motivated by taking pity on students’ social circumstances,” as noted by Antrop-González
and De Jesús (2006). Students do not experience a culture of care when their educators view them
through a deficit perspective as opposed to holding them to a high standard of achievement.
16
The diversity of educators is a driving force of student achievement. There is evidence that
shows students of color experience higher achievement rates when taught by teachers that mirror their
identity (Bean-Folkes & Ellison, 2018). However, research indicates that Black students are more likely to
be taught by an educator that is of a different racial or ethnic background than their own. In 2015, Black
students in U.S. elementary and middle schools represented 16% of the student population, a number
that is projected to decrease to 15% by 2026 (U.S. Department of Education, 2015). As it stands,
according to the U.S. Department of Education (2015) statistics, Black teachers make up just 7% of the
teaching force. By comparison, White teachers make up on average 84% of the teaching force in
America’s public schools, which may impact their ability to provide students of color with culturally
responsive instruction (Matias, 2013). The reality of the teaching population may impact the school
culture experience for students of color. Many teachers in the White dominant racial group do not
possess the knowledge about Black students’ cultural, social, or psychological characteristics they bring
with them into schools (Bean-Folkes & Ellison, 2018). To that point, research showed that Black students
benefit from having at least one teacher during their elementary school career who is also Black,
demonstrated through higher academic scores and increased rates of graduation (Sports, 2017). While
having Black teachers impacts Black students positively, all educators can positively impact school
culture regardless of race or ethnicity when employing culturally relevant teaching practices, as
discussed in the following section.
The Microsystem Level: Classroom Practices
A culture of care is made, in part, when teachers practice culturally responsive pedagogy.
Culturally relevant teaching can be defined as “using the cultural knowledge, prior experiences, frames
of reference, and performance styles of ethnically diverse students to make learning encounters more
relevant to and effective for them” (Gay, 2010, p. 31) and has particular effectiveness with students of
color. Ladson-Billings (2014) named culturally relevant pedagogy as the linking of learning with deep
17
appreciation and understanding of culture. Students who feel affirmed and see themselves represented
in curriculum, classroom environments, textbooks, and school-wide celebrations have a greater sense of
belonging in the school community (Bean-Folkes & Ellison, 2018). When taught through a lens of cultural
immersion, Black students can take a deeper interest in their own learning. However, researchers
cautioned educators from adopting a surface level idea of culturally relevant pedagogy and instead
promote a culturally sustaining model that moves beyond practices such as posting diverse images in
the classroom or celebrating a singular holiday. Educators practice culturally relevant pedagogy when
they seek to learn from Black students, instead of learning about them, and include these students as
active learners (Gay, 2010; Ladson-Billings, 2014).
Students who see themselves reflected in the curriculum that is taught in schools experience
higher levels of achievement. Black students, however, are underrepresented in curriculum found in
most schools and find little connection between values and practices of home and school, leaving this
group more academically disengaged than their peers, according to Reno et al. (2017). Antrop-González
and De Jesús (2006) noted that it is imperative for schools to create and utilize a culturally responsive
curriculum that reflects the student body instead of a “politically neutral” curriculum, thus perpetuating
the status quo (p. 430). In order to experience the most successful outcome, students must see
themselves in the classroom, both in curriculum and within the ranks of adults who are charged with
their education.
In addition, Matias (2013) asserted that many of these teachers from the White dominant
culture hold a color-blind mentality, which may prevent them from acknowledging and affirming the
cultural background of Black students. Researchers have said that to create a culture of care for
marginalized students, their identities should be acknowledged and affirmed. Teachers must bring
students’ cultural experiences into educational spaces and intentionally navigate issues of race and
18
power into the classroom to “abandon a color-blind curriculum and a neutral assimilation process” of
students of color (Antrop-González & De Jesús, 2006).
Classroom teachers also create a culture of care through the implementation of social-
emotional learning (SEL). Beginning in the 1960s by James Comer, a researcher at Yale’s School of
Medicine, and later popularized by the 1995 book on emotional intelligence by science reporter Daniel
Goleman, the social-emotional learning movement found its way into public schools as educators sought
to foster social and emotional competence in students. Social-emotional learning is defined today as
an integral part of education and human development. SEL is the process through which all
young people and adults acquire and apply the knowledge, skills, and attitudes to develop
healthy identities, manage emotions and achieve personal and collective goals, feel and show
empathy for others, establish and maintain supportive relationships, and make responsible and
caring decisions. (CASEL, n.d., “Fundamentals of SEL” section)
Since its beginning in the mid-1990s, the concept of social-emotional learning has been widely
received as a beneficial practice within K–12 schools and positively influences student behavior and,
ultimately, academic achievement. Educators have experienced success using social-emotional learning
to address student disciplinary issues and promote SEL competencies (Gregory & Fergus, 2017). One
example of such competencies is building healthy relationships and restorative justice practices
between students and teachers, which promotes safety and well-being for students at school
(Cavanagh, 2007).
There is even greater benefit when SEL practices are implemented school-wide, creating
systemic structures of support for students (Dissi et al., 2019). Overall, students trained in using SEL
skills demonstrated more positive social interactions and experienced fewer incidences of emotional
distress (Durlack et al., 2011). Additionally, Kennedy (2019) stated the connection between attentive
19
school leaders and teachers’ ability to implement social-emotional learning practices with and show
caring behaviors towards their students.
Social-emotional learning is playing an even larger part in schools as the COVID-19 pandemic has
caused disruptions to student learning and mental well-being (Timmons et al., 2021). During school
shut-downs of 2020, which forced students from physical school buildings to distance learning from
homes and other non-traditional spaces, student mental wellness declined (Grazzani et al., 2022). The
pandemic’s full impact on students’ social and emotional skills is yet to be seen and will likely have far
reaching effects that researchers may uncover in future studies. What is known now is that as students
return to brick-and-mortar institutions, schools are prioritizing SEL practices now more than ever to
respond to the challenges students have faced as a result of the recent shifts in education due to the
pandemic.
Specifically used for supporting Black students is transformative social-emotional learning
(TSEL). An emerging practice, TSEL aims to support Black students through student-teacher relationship-
building while also recognizing racial oppression they face. Teachers can build relationships with
students while actively working against and dismantling the dehumanizing structures of the education
system (Legette et al., 2020). Transformative social-emotional learning is a practice teachers can
implement in order to grow in their SEL practices with marginalized students to better support those
students as they work to develop their own SEL competencies. Teachers need, however, school leaders
who are attuned to the unique needs of students of color, positioning themselves and the educators
within their school with a lens of care and equity for this student population (Kennedy, 2019).
Challenges to Creating a Culture of Care for Black Elementary Students
Creating a caring school culture for Black students presents unique opportunities to overcome
challenges. Educators who wish to create equitable educational opportunities for all students, will
recognize the need to care for Black children as a marginalized population (Love, 2019; Voight et al.,
20
2015). However, little research has been conducted to explore how a culture of care may be created to
support Black students, specifically Black elementary learners. To understand and identify ways to
create a culture of care in schools, one can examine the barriers and seek to remove or reverse these
practices.
Researchers stated that cultures of care are built through the intentionality of schools and
educators, and that they are environments that do not evolve by happenstance but are carefully crafted
with effort and purpose (Cavanagh, 2007; Kennedy, 2019). Literature explored the advantages of
creating environments of care for students, however, the barriers must also be explored and
understood so that educators can navigate threats to student success. While there are challenges in
schools realizing a culture of care, researchers argued that to impact Black students’ success, schools
must consider unique racial implications (Beachum & Gullo, 2020). Considerations include the implicit
bias of educators, the culturally relevant pedagogy they employ, and a diverse teacher workforce.
Black Elementary Student Achievement
What is yet to be known about is how strategies are used to promote a culture of care to
promote high academic achievement specifically for Black elementary students. Few studies have been
conducted to understand the connection between Black elementary student achievement and what
schools do to create a caring school environment for these students. For instance, there is evidence that
social-emotional learning plays an important role in creating a culture of care for students, however,
when social-emotional learning first emerged three decades ago as a catalyst for academic success, the
construction and practice did not consider anti-Blackness and the dehumanization of Black students in
schools (Rogers et al., 2022). Furthermore, many SEL programs do not specifically address the life
experiences of Black students (Graves et al., 2017).
There is limited research on strategies schools have taken to increase the academic success of
Black elementary students. The existing research shows schools primarily focus on policy and staff-based
21
practices than on the formation or development of school culture. For example, research by Shin (2012)
indicated that Black elementary students showed higher academic achievement when learning in
smaller class sizes. Another study showed educators at one school with a student population consisting
of 96% Black elementary students attempted strategies to improve the reading and math achievement
of the students, including the hiring of literacy coaches, curriculum re-mapping, and grade-level team
collaboration as practices that boosted student achievement (Yates & Collins, 2006). There was not,
however, a focus on the creation of a caring culture to support students reported in this reviewed
literature.
The literature is limited for information on practices that promote caring school cultures for
Black elementary students. One study revealed that caring teachers positively impact the motivation
and learning of elementary students from marginalized groups, particularly low income or students of
color and that Black students preferred to learn in environments where they perceived the teacher as
caring (Sandilos et al., 2017). The authors share that teachers show care through positive interactions
with students and creating classroom environments in which students feel able to take risks in learning
(Sandilos et al., 2017), however strategies that define the implementation of care for Black elementary
students remain grossly under researched or documented. It is clear in the existing literature that all
students benefit from a culture of care, however Black students thrive academically when in a positive
learning environment.
Conceptual Framework
This study utilized Bronfenbrenner’s ecological systems theory (EST) framework to examine the
strategies teachers employ to create cultures of care to impact the academic achievement of Black
elementary students. Created by Urie Bronfenbrenner (1979), the ecological systems theory provides a
framework to understand how human development is influenced by external environmental systems.
Bronfenbrenner’s framework consists of five system layers: the microsystem, mesosystem, exosystem,
22
macrosystem, and chronosystem, which are interrelated and each impact a teacher’s practices in
creating a culture of care (Guy-Evans, 2020). See Figure 1.
Figure 1
Conceptual Framework
23
This study utilized the framework including: the chronosystem, examining the societal biases
towards Black students; the exosystem, representing the district level disciplinary policies and practices
impacting the school; a mesosystem, which represents the school level practices of diverse teacher
hiring; and the microsystem, or educator practices implemented at the classroom level, including
culturally relevant pedagogy and social-emotional learning. Each level impacts the center of the
framework, teacher perceptions of practices that create a culture of care, which ultimately impacts the
academic achievement of Black elementary students.
Summary
This literature review examined the definition of a culture of care while discussing the practices
implemented in schools to impact student learning. To create a culture of care for Black students and
support their academic achievement, research stated there are strategies to implement, including the
hiring of a diverse teaching staff, employing culturally relevant pedagogy, and incorporating the use of
social-emotional learning strategies. Implementation of equitable school-wide disciplinary practices is
also key to creating a culture of care and ultimately supporting the academic achievement of Black
students.
Chapter 3 discusses the methodology of the study. The chapter gives an overview of the study
design and examines the research questions, the research setting, along with the researcher. Data
sources and instrumentation for data collection are discussed along with methods of analysis. Issues of
credibility, ethics, and limitations are also discussed.
24
Chapter Three: Methodology
The purpose of this study is to examine how educators create a culture of care for the academic
achievement of Black elementary students. Within Chapter 3, there is an overview of the study design, a
discussion of the research setting, researcher positionality, and the data collection process. The chapter
continues with an explanation of the data sources, including interviews, participants, instrumentation,
and data collection procedures. To finalize the chapter, there is a discussion of credibility and
trustworthiness, ethical considerations, and limitations and delimitations surrounding the study.
Research Questions
The following research questions have been structured to guide the study:
1. What are the perceptions of teachers regarding the strategies they employ to create a
culture of care to promote the academic achievement of Black elementary students?
2. What are the teachers’ needs at the different system levels to sustain a culture of care that
supports the academic achievement of Black elementary students?
Overview of Design
To understand teacher perceptions of strategies they employ to create a culture of care to
promote the academic achievement of Black elementary students, the research consisted of a
qualitative study. Data was collected through semi-structured interviews with elementary school
teachers at one school site. This particular design was chosen because interviews allow for participants
to share their experiences through narratives, which can then be analyzed to gain meaningful insights
into a particular phenomenon (Merriam & Tisdell, 2016). The study focused on educator perceptions of
what schools do to create a culture of care, which is data best collected through interviews as opposed
to observations or document analysis. See Table 1.
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Table 1
Research Questions and Data Collection Methods
Research questions Interviews
RQ1: What are the perceptions of teachers
regarding the strategies they employ to create
a culture of care to promote the academic
achievement of Black elementary students?
x
RQ2: What are the teachers’ needs at the
different system levels to sustain a culture of
care that supports the academic achievement
of Black elementary students?
x
Research Setting
This study was conducted at an elementary school with a significant number of Black students
who are academically thriving, defined as meeting or exceeding academic standards, identified under
the pseudonym “ABC Elementary School” in Atlanta, Georgia. The school serves nearly 1,000 students
sixty-percent of whom are Black, in transitional kindergarten through sixth grade and is part of the
Greater Metropolitan Atlanta School District. The school’s mission is to prepare students to learn and
lead throughout their lives and to be prepared for a technology-focused future, both academically and
socially-emotionally. ABC Elementary School has a Black student population of nearly fifty-percent
performing at or exceeding academic standards.
The educators at ABC Elementary describe their school’s culture as one that was intentionally
created to support students in an atmosphere of care. The study participants described the school as
one in which educators want all students to feel comfortable, supported, and that their culture is
represented and celebrated. Additionally, ABC Elementary is known in the community to have a positive
26
school culture and is sought-after, as families enter a lottery and choose to enroll their children over
their local neighborhood schools.
The Researcher
I identify as a Black woman and the focus of the study was ultimately on understanding how
schools create a culture of care to promote the academic performance of Black elementary school
students. Given this similarity in characteristics, I anticipated there will be some advantage in gathering
and understanding information involving this demographic. As Milner (2007) wrote about those who
conduct the research, “particularly what they know, and the nature of their critical racial and cultural
consciousness—their views, perspectives, and biases—may also be essential to how those in education
research come to know and know what is known” (p. 397). My racial background, cultural awareness,
and epistemological views allowed me to understand the experiences of Black people in an intimate
way.
At the same time, I had to critically examine how my background leads me to perceive others
and their experiences as well as how my epistemology influences my research decisions (Milner, 2007).
For example, my interest in studying a culture of care and Black student achievement stemmed from a
personal experience during which my youngest child faced an uncaring, verbally damaging classroom
environment due to the actions of his second-grade teacher. The powerlessness I felt in not being able
to influence the environment or change the situation, along with my son’s academic underperformance
and emotional sensitivities that year, stirred a desire to understand how educators create cultures of
care and the impact on student achievement.
I anticipated there would also be challenges in gathering data due to my positionality. I was a
newcomer to the school environment and, because of my identity as a researcher, thought that I would
be met with skepticism on the part of participants. Because I held the position of director of social-
emotional learning at my former school, I anticipated that I would be perceived as an expert in the field
27
of SEL, which might have proved to be intimidating to those I study or influence the manner in which
they answer questions. It is unknown whether these concerns were valid, as I did not survey the
participants for feedback.
I planned to address these issues of power and positionality by naming them (Maxwell, 2013).
By stating to participants my goals in conducting the study and acknowledging my identity as a Black
woman and similarity as an educator, I hoped to neutralize the interactions with study participants. I
also acknowledged that my study was aimed at understanding how schools create a culture of care to
influence academic performance and was, therefore, in a position of learning as opposed to an expert.
Data Source
For this qualitative study, individual semi-structured interviews of teachers were conducted to
determine how schools create a culture of care to promote the academic achievement of Black
elementary students. The following section discusses the interview format, participant criteria and
selection processes, and the instrumentation used in the study. Finally, data collection procedures are
explained.
Study Participants
For this research study, I conducted semi-structured interviews of teachers within an
elementary school with a large population of high-achieving Black students. I interviewed six teachers
who have been at the school for at least 2 years to ensure they would have a firm understanding of the
school’s culture. The participants also had at least 5 years of experience as a classroom teacher to
ensure they are familiar with teaching strategies and be familiar with the unique needs of Black students
in schools.
The required teaching experience of the study participants was intentional in order to gain the
most valid data possible. I anticipated that the teachers would have ample experience with teaching
Black students if they had taught at ABC Elementary for the minimum years required. I predicted that
28
there would be various responses surrounding the study’s research questions and that participants
would give answers based on their different perspectives.
Instrumentation
The primary source of data used in this research study is semi-structured interviews. Using an
interview protocol with elementary school educators, this data collection method was conducted to
understand their perceptions on how schools create a culture of care for Black students. This study
sought teacher narratives because their stories are a rich source of data in this qualitative research, as
their perceptions are valuable in first-person accounts (Merriam & Tisdell, 2016). This study also used a
semi-structured approach to ensure the various participant responses have comparability, the data
remained a manageable amount, and allowed for follow-up questioning and elaboration of answers
(Maxwell, 2013).
Data Collection Procedures
The individual, semi-structured interviews with educators were conducted via Zoom video
conferencing technology. Each interview took 45 minutes to one hour to complete and took place in a
private location, such as an office, to maintain confidentiality. In addition, data was collected using a
mobile recording device, to capture audio as a secondary measure, and typed notes in a secure
document on a laptop computer, as Patton (2002) suggested. The virtual interviews were also recorded
digitally. Following the interviews, an online professional transcriptionist service transcribed the data
which was kept confidential in a digitally secure location.
Data Analysis
As Maxwell (2013) shared, data analysis is an ongoing process that is conducted throughout a
study while new data is being collected. An analysis strategy that was used during this study was writing
memos after reading through notes, transcripts, and listening to recorded interviews to reflect on the
goals and methods after speaking with participants (Maxwell, 2013). This step led to coding information,
29
or organizing information by theme, to understand the relationships and connections between data
(Maxwell, 2013; Merriam & Tisdell, 2016). While analyzing data, Merriam and Tisdell (2016) cautioned
researchers to stay mindful of personal biases and encourage the reflection of positionality to guard
against the influence that one’s own beliefs and experiences can have one the analysis of data. To
ensure personal biases did not impact the analysis, I used a threshold of three participants, or fifty
percent, to identify a theme in the data. In some cases, to provide a fuller narrative of teacher
perceptions, data reported includes examples from individual participants that did not fit within the
larger themes.
Credibility and Trustworthiness
Considering the design of this study, I acknowledged the potential threats to credibility and
trustworthiness of the research on how educators create a culture of care in elementary schools and its
impact on Black students’ academic achievement. While interviewing teachers for the study and when
looking for ways they create a culture of care, if at all, I anticipated they may alter their answers to fit
my research based on literature by Patton (2002). For instance, if the interviewees knew that I was
seeking to identify and understand strategies of positive culture-building, there was the possibility of
these interviewees embellishing feedback to give me the answers they think I am seeking, which would
damage their trustworthiness and interferes with the credibility of the data.
Issues of credibility and trustworthiness also loomed surrounding my personal biases held
around the topic, setting, and/or participants. As a Black woman studying the impacts of the school
environment on Black children, I had to be mindful of being critical of or adding my personal biases to
the interpretation of data resulting from my research. I examined, to the greatest extent, the findings
using a neutral lens and sought to report the findings without alteration to meet the needs of the study.
This study was designed in a way that researched the perceptions of teachers and school leaders
to understand how a culture of care is created. Because I studied only educators, and not students or
30
other stakeholders, the data was limited to just this group’s perceptions. Interviewing young elementary
students would have been a difficult undertaking due to time restrictions and the need for school
district and parental consent. Additionally, there may have also been a lack of understanding as to the
definition of a culture of care, as well as identified strategies from the perception of children, making
them unideal participants in the study.
Ethics
It is important to evaluate ethical considerations when conducting a research study. With this
study, I did not personally know or have any relation to the participants that were interviewed and there
is no conflict of interest that was foreseen. Additionally, my positionality as a Black woman doctoral
student may have impacted participants’ interactions with me knowing that the study was focusing on
strategies they use that support Black students.
Furthermore, there were some ethical considerations given to the participants’ comfort level
around the study. For instance, the participants may have feared how their responses would be used or
that their feedback would elicit consequences, due to not having a true understanding of the nature of
the study or how the data will be used, thus experiencing a power difference between themselves and
the researcher (Maxwell, 2013). It is important to note that the participants were made aware of the
ethical implications of the study and that their responses would be kept confidential. The data was kept
confidential in a password protected digital location and was destroyed after the data is analyzed. The
research participants were also made fully aware of the purpose of the study and were given an
opportunity to ask clarifying questions at any time during the study. Additionally, the study used
pseudonyms for teacher participants and the school’s name to ensure confidentiality.
There was minimal risk to the participants in this study. The possibility of facing negative
reactions from peers or supervisors was low due to the positive nature of the study. Because the
research focused on what educators are doing well in order to create a culture of care for the academic
31
support of Black students, the information shared primarily highlights positive practices. When stating
the challenges to creating a culture of care, there may have been points when the participants felt
uncomfortable sharing. Participants were reminded that their responses are confidential to support
them in feeling more comfortable with sharing their perceptions. The research study proposal was also
submitted to the University of Southern California Institutional Review Board (IRB) for approval before
any data collection began.
32
Chapter Four: Findings
This study sought to understand the practices elementary educators utilize in public schools to
create a culture of care for Black students and impact their academic success. Although a positive school
culture impacts students’ well-being and academic achievement in schools, this study searched to
understand how a caring culture is created to support Black elementary students, specifically.
Identifying teachers’ practices in a thriving public elementary school culture provides an example for
other institutions to emulate, thereby increasing the population of Black elementary students
experiencing academic success.
The following research questions guided the study:
1. What are the perceptions of teachers regarding the strategies they employ to create a
culture of care to promote the academic achievement of Black elementary students?
2. What are the teachers’ needs at the different system levels to sustain a culture of care that
supports the academic achievement of Black elementary students?
The source of qualitative data for this study was semi-structured interviews of teacher
participants from ABC Elementary School. The school was chosen as a case study school because it
features a large elementary school student body of nearly 1,000 students, approximately 600 of whom
identify as Black students. For this study, I interviewed six elementary school teachers at a public charter
school to understand their perceptions of the practices they employ in creating a culture of care to
support the academic achievement of their Black students. When planning the study, the goal was
initially 10-12 teacher participants. However, recruitment progressed differently than planned as school
leaders at ABC Elementary requested that teachers be solicited indirectly through a recruitment
message posted in the school’s elementary teacher communications. Teachers had to contact the
researcher directly via email to indicate their interest in participation, which resulted in fewer
participants than anticipated. Early participants also helped to recruit additional teachers in the later
33
stages of the interviewing process. Teachers must have been an elementary teacher and have taught at
ABC Elementary for two years to participate in the study. Individual virtual video interviews were then
scheduled and conducted.
Upon organizing the collected data, several themes surfaced under each research question. A
minimum of three participants, or half of the participants, was the threshold to determine themes and
subthemes within the data. In the following sections, each theme is discussed using collective
summaries of participant perceptions of how they create caring cultures for their Black elementary
school students at ABC Elementary School. First, the next section features a narrative on the study
participants.
Study Participants
Six teacher participants at ABC Elementary School were interviewed for this study on creating a
culture of care for Black elementary students. At the time of the study, each participant was a full-time
elementary school classroom teacher with at least 2 years of teaching experience, which was a
requirement for participation. The teachers’ tenures ranged from six to 25 years in the field of education
(see Table 1). The majority of the participants identified as Black with one White teacher included
among the teachers. In addition, four of the six participants identified as females while two identified as
males. The participants’ roles included general education teacher, math interventionist, electives
teacher, and special education resource teacher. A pseudonym was assigned to each participant to
ensure confidentiality. Table 2 outlines details regarding participant identities.
34
Table 2
Participant Overview
Pseudonym Years in Education Race Gender Role
James 6 Black Male Math
interventionist
(Grades K–5)
Brenda 12 Black Female Math
interventionist
(Grades K–5)
Lisa 11 Black Female Third grade
teacher
Jordan 10 White Female Special education
teacher
Jason 25 Black Male Electives teacher
Nicole 20 Black Female Second grade
teacher
Participant Narratives
Participant “James” is completing his sixth year of teaching and taught both third and fourth
grades before becoming a math interventionist where he supports a range of students from
kindergarten through fifth grade at ABC Elementary. He prides himself on impacting future generations
through his work and desires to be part of the education system to help “build solid children.” Regarding
a caring culture and students’ academic success, James said: there must be a “marriage between them
both. You have to care for the child and you also got to care for their academics as well.”
Participant “Brenda” has been in education for nearly 12 years and has taught a range of
students from pre-kindergarten through fifth grade as a classroom teacher. She currently serves ABC
Elementary School as a math interventionist and supports elementary students schoolwide who struggle
35
in the subject. An educator who is passionate about her role in helping students, Brenda said the field of
education chose her and that she cannot envision herself in any other profession. Although the job of a
teacher is a challenging one, she said, the successes keep her going. Brenda shared: “I've been teaching
for 12 years because I keep having, year after year, more joy than I do sorrow.”
Participant “Lisa” is in her 11th year of teaching elementary grades, beginning with early
childhood education. She also coordinates a tutoring program at ABC Elementary and credits a
background in journalism for her ease of communication with students and parents. Lisa said that as a
Black educator, she recognizes the disparities between Black and White student achievement and is
aware of her role in supporting historically marginalized students to perform academically.
Participant “Jordan” is completing her 10th year teaching special education and described her
career journey as beginning at an alternative public school and through a number of school districts
before finding her role at ABC Elementary School. She recalled working with special needs students
through a program at her high school and says her students are the best part of her job. As the only
teacher in the study who identified as White, Jordan offered a unique perspective on Black students
among the participants. She shared the following about a school’s culture: “The care in that
environment is what really makes that the school itself.”
Participant “Jason” is a veteran educator having taught for more than 25 years, serving in roles
ranging from elementary teacher, grade level chair to union representative. Currently, Jason is an
electives or specialist teacher leading a robotics class at ABC Elementary. He wants to impact students
positively in hopes that they will enjoy elementary school just as he did. Jason views a culture of care as
one where for teachers, the failure of their students is not an option. When Jason thinks of students and
their performance, he thinks: “You will succeed.”
Participant “Nicole” has been an educator for 20 years, the last four being at ABC Elementary.
She has a range of professional experiences as an elementary teacher, from general education to
36
students with special needs, and is currently a second-grade teacher. She remembered pretending to be
a teacher as a child and looks back on her two decades of teaching with fondness. Nicole described a
strong connection between a caring culture and academic achievement for Black students, and said it
means educators “showing them love and respect.”
These six teacher participants each demonstrated a commitment to their field and students
through their reflections and perspectives. The next sections discuss the participants’ perspectives on
the research questions, which focused on creating and sustaining a culture of care that promotes
academic achievement of Black elementary students.
Research Question 1: What Are the Perceptions of Teachers Regarding the Strategies They Employ to
Create a Culture of Care to Promote the Academic Achievement of Black Elementary Students?
Two primary themes emerged within the study findings for Research Question 1: inclusivity and
social-emotional learning. These themes focus on various concepts, including methods educators
employ at ABC Elementary that promote a sense of belonging among students. Within each theme are
subthemes, which capture the various elements that at least three participants perceived as strategies
to create a culture of care at their school to support Black students.
Theme 1: Inclusivity Promotes a Culture of Care
For the study participants, the prevalent idea was that a sense of belonging is key to creating a
culture of care for Black elementary students. Each teacher interviewed named schoolwide activities,
cultural celebrations, students’ culture reflected in the curriculum, and seeing themselves represented
among the school faculty and staff as impactful in promoting an environment in which students felt
community.
Educators Facilitate School Activities and Cultural Celebrations to Promote Care
Participants stated that the community-wide experiences at ABC Elementary School contributed
to creating a culture of care for its Black students. Jordan described the overall culture of the school, and
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said the school goes “above and beyond to really bring the community into the school” noting that
students’ cultures are reflected in the activities sponsored by the school. Jordan named activities such as
spoken word sessions, field days with cookouts, and family cultural celebrations as some of the
community-wide highlights that contribute to Black students feeling included and engaged. Nicole
offered that every culture is celebrated and respected in the school:
We [educators] go above and beyond, in order to celebrate and have different cultural
celebrations, and everybody is spotlighted in some form or fashion, whether it be traditions, a
lunch with the food or cuisine that your culture embraces. We do that for all of our groups of
students and all of our groups of families in some form of fashion or some form of way.
Nicole continued and said the school creates opportunities for families to engage with one another,
which strengthens the culture. Families attend a school dinner where they mingle, converse, and learn
more about each other’s cultures and traditions. “We're very like family oriented and I just think that
that is wonderful that our school does things like that,” Nicole said.
Teachers added that ABC Elementary is successful in making sure each student has an outlet to
feel successful. While academics is a large part of student achievement at the school, teachers and staff
are mindful about creating opportunities for every student to feel successful at something. Lisa named
student clubs as strong culture builders at the school, where students are free to explore their interests.
Because teachers lead clubs with students other than their own, the children are exposed to multiple
educators in the school which encourages schoolwide connections, according to both Nicole and Lisa.
According to Jordan, educators at ABC Elementary:
cast a wide net and they make sure that everybody has something that they're good at,
something that boosts their confidence, something that brings those kids, kids who wouldn't
maybe get recognition in a different school setting. They get it at [ABC Elementary School].
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James, who facilitates a cooking club, said the groups help students build a skill along with creating a
caring culture. He stated: “It's giving them a sense of community, as well. [Students think] I really do
care about [them]. I'll take my recipes, [and] share with them. And that's just something they can hold
on to.” James added that clubs offer students an additional path to discovering interests and
experiencing success, further demonstrating a culture of care at the school.
Jason claimed ABC Elementary offered its students more cultural activities than other public
elementary schools and that students felt they belonged because various cultures were represented in
the events. Jordan shared that the strong sense of community is one she believed was not common at
other schools. She continued remarking how in most public elementary schools, she believes, data and
academics are prioritized whereas at ABC Elementary the culture of care is of equal importance and
leads to academic success.
To illustrate the cultural activities found at ABC Elementary, Nicole offered Hispanic Heritage
Month and Black History Month as foci of the community, along with other cultural observances, such as
Asian Pacific Islander Heritage Month so that students explore various cultures. In addition, she named a
specific school activity where students learned about historically Black colleges and universities (HBCUs)
along with career awareness activities, fall and winter holiday family celebrations, days to dress for
success, and schoolwide theme days as culture-building events. Brenda said administrators deliver
schoolwide announcements in languages other than English as a step towards building a more inclusive
school culture. As a result of the activities study participants mentioned, culturally relevant teaching
practices help build a caring culture that promotes Black student achievement, which are discussed in
the following section.
Teachers Implement Culturally Responsive Pedagogy in the Classroom
Study participants identified culturally responsive teaching practices at ABC Elementary as a
factor in creating a culture of care to benefit Black students. These practices include academic curricular
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choices and the inclusion of Black culture in teaching methods. While the study participants did not
name specific curricular products the school uses as key to a caring culture, many referenced their
autonomous ability to tailor the classroom lessons around what is, as Lisa shared, most appropriate for
their Black students. Jason noted that school leaders encourage teachers to teach in their own unique
styles and that he enjoys the “freedom” to choose what his students need.
Further expanding on the autonomy teachers experience at ABC Elementary, James expressed
that lessons that are delivered in a culturally responsive manner for Black students foster a culture of
care, and for teachers, “it’s about bringing your authentic true self to the stage. I'm just a person in my
classroom. I meet the kids where they’re at. But in meeting them where they're at, I introduce them to
who I am as well.” Lisa concurred: “If you're true to yourself and you know your content and know your
knowledge and you know that you have good intentions, that you can be yourself." In addition, James
said he teaches students using culturally relevant teaching practices that stem from his own personal
experiences that may be similar those of his Black students:
I'm a preacher, so I create the church in my group and they be ready for church. They might not
go to church on Sunday, but they know when they come to my group it’s church, but it meets
them in a culture culturally perspective. I'm able to reach them where they’re at without just
looking the other way. We have to better respond to where they are so they can really learn.
Teachers are also culturally responsive in the language they use to connect to their Black
students, according to Brenda. She commented on teachers needing to code-switch, or use varying
styles of dialect to relate to their Black students: “[It’s] in the language of the teachers, too. You know,
when you work there, you cannot come in there and only function with academic language. [The
students are] not going for it.” Lisa offered similar thoughts, saying she is appreciative of the flexibility to
implement lessons with a cultural lens in an optimal manner for her Black students. She stated: “[The
curriculum] doesn't necessarily make sense to those students that you have. They may not be ready for
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that scripted program. They may not have that background language that is needed to even be
successful on that curriculum.” Jordan commented on her ability to make changes to lessons if she
determines material is no longer culturally appropriate for her students. She said school leaders
encourage teachers to reinvent their teaching methods to ensure the practices are equitable for every
student, which helps “captivate them in a way that they genuinely connect to the curriculum.”
The curricular materials teachers use in class also influence culturally responsive teaching at ABC
Elementary School. While participants did not report that Black students were represented in school-
selected curriculum, teachers said they ensure those students are represented within the lessons that
must be taught. Both Lisa and Jordan shared details, such as including Black figures in lesson images,
which makes an impact on the students who do not often see themselves reflected in school materials.
As a White teacher, Jordan said collaborating with other teachers who are Black, and may be able to
identify representation blind spots, is crucial to her effectiveness as a teacher. Jordan recalled a time
when she was creating a PowerPoint lesson for her class and missed an opportunity to be inclusive as
she selected clip art for the slides:
The hand that I had in my PowerPoint was [from] Google images and I copied and pasted a
White hand. And [my colleague said I] need to make that a Black hand. And I never would have
thought about those things. But you realize how, you know, there is a disconnect within the
representation itself. And [Black] kids don't often see themselves in [materials]. And I as a White
person, that's part of that privilege. Like I never thought about that. It doesn't ever dawn on me
to think is my race represented in whatever I'm looking at? And so, the team itself, like, we are
good at holding each other accountable. So, we make sure that you do see that. And I feel like
growing up with or coming through my teaching and even in college and stuff, representation
was [just] kids who could stand and then kids in a wheelchair, you know, or something like that.
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Lisa also shared that teachers are cognizant of including stereotypical or offensive images or
content in their lessons. Additionally, she added that teachers hold one another accountable for gaps in
their awareness of such missteps. Lisa said: “if you're not aware or if you're not making sure that other
people are aware, they'll never know.”
Teachers also use the content of their lessons to represent their Black students, which they say
promotes a caring culture and academic achievement. At ABC Elementary, project-based learning (PBL)
is a primary focus and units of study are centered around topics that are relevant to the students and
the community. Jason reported that when planning project activities, the staff is mindful of intentionally
including aspects of the community and student body culture to reflect students. Jason added that the
staff is intentional about reflecting culture into project-based learning plans:
We're intentional about our selections for PBL and the relevance of the community piece, the
cultural piece. If it's not there, you know, we usually have a meeting where we talk about where
it is, I mean, how can it be [incorporated] in this situation?
Brenda reflected on activities where students were exposed to Black professionals of various fields, from
a dermatologist to a software engineer, to give the children aspirations beyond stereotypical
occupations, such as entertainers or athletes. Brenda also stated the importance of the school using
updated curricula that are more culturally appropriate and anti-bias. For example, she referred to
rewritten curricula that “include Black students’ names in stories that aren’t talking about skiing in
Denver.”
Brenda also noted that because “Black is not a monolith [but] a diaspora,” the school uses books
that reflect not only African Americans but Black people around the globe. Jordan named an exploratory
language program ABC Elementary utilizes for students which features diverse students, calling it the
“backbone” of the school’s literacy curriculum. Nicole mentioned the importance of lessons including
Black role models throughout the school year in general studies as opposed to only during Black History
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Month, observed annually in February to celebrate the achievements of African Americans. She said
teachers embed lessons about Black figures in the reading, writing, science, and social studies curricula.
Jason shared that he encourages his Black students to take pride in their culture by having them learn
and recite a poem daily that empowers them:
I make sure that kids learn a poem a month. I did that when I was in kindergarten. A friend of
mine in Washington, D.C. wrote a poem called I Am the Sun, and he wrote that poem about a
little girl, African-American girl who didn't believe in herself. So, I shared it to all my robotics
students. They know it. We get that memory muscle going with it. But we talk about just
understanding who we are and how we shine.
This sense of representation Black students experience in the teaching practices is furthered through the
reflection they see in the Black professional educators they work with, as discussed in the following
section.
Students See Themselves Reflected in the Diversity of Faculty and Staff Members
Study participants pointed to the large population of Black educators at ABC Elementary School,
noting the faculty members’ cultural sameness as a key part of creating a culture of care for Black
students. Many teachers spoke about the impact of Black students seeing themselves reflected in the
faculty and staff at the school and noted the importance of their representation within the school
community. When asked in what ways Black students are supported in order to thrive, Brenda shared
that seeing educators that mirror them is key:
I do not find myself code-switching or changing the tone of my voice as much as I did when I
worked in a White school. I wear my hair in its natural state more often, so I get a lot of stares
from Black girls … and [I’m] like, Yeah, you don't have to straighten [your hair]. You don't have to
manipulate or change.
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Jordan emphasized the “powerful” impact having Black teachers has on creating a caring culture for
Black students. She likened the representation within the faculty to the impact on Black children by
other societal role models:
I remember so many moms saying to me how impactful it was when [U.S. Vice President]
Kamala Harris was elected. For their daughters, their daughters of color, to see that a woman of
color was the vice president of the United States. Like I'm White. So, I've never really thought
about that. At [ABC Elementary], there are certainly White teachers and that's fine and that's
great. But the Black teachers that these kids have are secondary role models to these kids, and
some of them have role models in their home and some of them don't. And the other thing I
think that's important about that is there are many Black men [teachers] at [ABC Elementary],
and that is incredible.
Creating a culture of care for Black elementary students means representation at all levels of the
faculty and staff, including teachers, maintenance team members, administrators, and coaches,
according to Jason. Beyond the staff at the school, educators tap Black professionals and extracurricular
personnel to interact with students during career days, afterschool programs, and STEAM (science,
technology, engineering, art, and math) activities, among other events, Lisa noted. Additionally, older
students from the adjoining middle and high schools will visit the elementary campus to mentor the
students. Lisa shared the impact of representation on Black elementary students:
They're able to interact with the [older] students as well and see that [they] can be president of
SGA (Student Government Association) and still be Black. Our golf team won the state
championship and they were an all-Black team. And so really emphasizing like all golfers don't
have to be White, you know.
In James’s view, there is a powerful impact on students when they are reflected in the educators at ABC
Elementary. Jordan agreed, noting that having a Black principal, teachers, and support staff are
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beneficial for Black students. James offered the following about the impact of representation on
students:
In seeing yourself, you're going to see people that will empower you to be the best version of
yourself. So, the message is clear cut. We want you to be more than where you come from.
Whatever type of home you come from; we want you to be a solid person. And we want you to
see by our consistency.
Furthermore, Black teachers provide more advantages than just a sense of belonging for
students who share the same racial identity. For instance, Lisa said Black teachers relate to their Black
students differently than White teachers, who may view the students through a deficit perspective and
savior complex:
We [Black teachers] look out for those [Black] students who need the additional support. I think
when it comes to White teachers, I think a lot of times it's the “oh, I feel so bad, like I really want
to do this. I just want to take her home.” And sometimes that is like a trigger for me because I
don't know, like, where that's coming from. Are you feeling sorry because they're Black and they
don't have or are you really genuinely caring about their well-being? So, I, I feel like a lot of the
White teachers will look to support from other people instead of doing it themselves, whereas
Black teachers will just do it ourselves. If they need it, we'll do it.
Lisa continued that Black teachers may look at curriculum through a lens like their Black students and
are more likely to tackle difficult conversations regarding race:
As Black educators and teaching our Black babies, when we're talking about explorers or
Europeans, we always talk [with students] about, is this okay, how do you feel? What would be
your choice? By giving them the options and make that decision and being able to see what's
right and what's wrong for themselves, not just us telling them.
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Jordan mentioned that difficult conversations about race are supported at ABC Elementary and
considered herself and the students “very lucky that race is kind of an ongoing and encouraged
conversation.” For example, she shared a memory of classroom dialogue she had with her students:
We have open and honest conversations with the kids about what race is and what race looks
like and what. Like one thing we talk about a lot is the difference in the kid's hair… I wouldn't
have thought to say something to a black boy who has locs. I never would have thought to talk
to them about that. And the little girls that spend hours after school getting their hair done, like
those conversations like you're just encouraged to have. And I appreciate that so much.
Jordan continued by stating that teachers are directly supported through professional development with
school leaders to effectively facilitate courageous conversations with students. Through work with the
school’s director of culture and equity, teachers are equipped with skills to navigate these
conversations. Jordan noted that the school’s practices on race are unique, especially as school districts
in the U.S. South are becoming increasingly restrictive about what educators can talk about with
students.
Black students also benefit from having regular positive interactions with their Black teachers.
Consistency is a topic three participants mentioned, pointing to the practice of teachers regularly
showing up each day as a key feature to creating a caring culture for Black students. James said he rarely
takes a day off work so that he can provide a consistent presence for his students at the school. He, and
other study participants, identified the struggle many students had when returning to school buildings
following the shutdowns imposed by the COVID-19 pandemic, saying many children had lost loved ones
to the virus or had endured irregular family routines when isolated at home. According to Jordan, these
negative effects of school shutdowns disproportionately impacted Black students more so than Whites
who may have had consistent childcare and academic support. As a result, many Black students benefit
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from the consistent presence of teachers they know and trust at school, James offered. He continued to
reflect on the impact consistency has on the students:
[Teachers are] staying consistent with them throughout the entire day, like they see us every
day. It's kind of bad. I don't take breaks, but because I know I want to be I want to be here for
them. My sole purpose is to come here for them. If I miss a day, I'm going to feel some type of
way. But that's just what I agree to. Like the calling that's on my life. Just be consistent.
Lisa, who echoed the sentiment, reflected from a student’s perspective, and said: “Even just teachers
showing up every day and knowing that I have a space where I feel safe and there's somebody who
looks like me, I think that's number one.” Jordan added a positive feature of ABC Elementary School is
that adults remain in their roles, which provides consistency for students and facilitates student-teacher
relationships. She also stated that for many of the Black students at ABC Elementary, there is a lack of a
male parental figure at home and that the students benefit from the consistent male teacher presence.
Jordan noted: “There's a lot of black male presence that … goes a long way, especially going back to
consistency. They always know that they have these people kind of in their camp. Because those faces
are the same.” Jordan claimed the consistency in the faculty in addition to the structured program of the
school contribute to the sense of stability Black students feel:
I think kids crave that structure. I think they need it, and especially for our kids that maybe don't
come from environments where they have that sense of security at home, whether the kids
realize it or not, that embedded structure is so thoughtfully done that it creates a sense of trust
because there's the guessing is eliminated.
In sum, consistency in students’ academic lives and representation among faculty and staff are concepts
that contribute to the building of student-teacher relationships, which is explored in the next section on
social-emotional learning.
Theme 2: Meeting Social-Emotional Needs
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The second theme explores the participants’ perceptions surrounding the social-emotional
learning needs of Black students at ABC Elementary School. Teachers identified various social-emotional
practices as key to creating a culture of care for the students. Study participants discussed the following
key practices: the school’s emphasis on dedicated SEL time, staff members available for counseling,
caring practices put in place to support students, and the importance of strong teacher-student
relationships. Overwhelmingly, the participants eagerly shared with pride the practices at the school
focused on student well-being.
Educators Dedicate Time for Social-Emotional Learning
A practice at ABC Elementary School that nearly all the participants mentioned is intentional,
dedicated time for social-emotional learning in classrooms. As Brenda shared, SEL is “woven into our
everyday experience” at the school. In fact, at the end of the morning announcements each day,
according to the teachers, the school’s principal announces that all classes are to segue into their 30-
minute SEL block, which signals to each class to begin the lessons. Jordan offered that the practice is an
effective way to gauge the climate of the class as it begins each day, and she is able to understand which
students come in ready to start the day and who may need additional emotional support:
We take that first part of the morning to do a check in. We give [the students] breaks when we
need to, and if they need an extra cuddle, we do that. If they need space, we'll give them that
space. If they need to check in with somebody else, they always have that time. But if we don't
figure out the pieces that they need socially and emotionally first, we can't push them the way
that we do academically.
Social-emotional learning activities vary by class, however, lessons revolve around teaching
students self-management, emotional regulation, self-awareness, and relationship-building skills. With
upper elementary students, teachers implement restorative circles as a practice to help students
navigate conflict, according to Lisa. However, for younger elementary students, addressing bullying and
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resolving conflicts through conversation is often the focus, she said. Nicole talked about the SEL block as
a part of the school day that students especially enjoy because it fosters a family atmosphere. She said
students feel free to release worries as they show care for one another through lessons on empathy and
feelings. In fact, Nicole said her class theme for the year was family, which included activities such as
various projects, a letter home to caregivers, and class readings. Nicole said that through social-
emotional learning activities, she wants her students to know: “You can confide in your classmates, your
teachers, and, you know, it's just a space of comfort. And for some of our students, I have found that
school is their safe place.” She said this is especially true for those students who come from homes
where they experience trauma.
Teachers attempt to build a culture of care by implementing SEL in various ways with their
classes. Lisa referred to the SEL block as a Morning Meeting, a time when her class will dance and sing
songs, to which she will put school-based lyrics to the popular radio songs students know. They use the
singing games as opportunities to share more about themselves, such as what activities they will engage
in over the weekends. She added that educators highlight students as Student of the Month and
celebrated them for their character traits. Brenda practices social-emotional skills with her upper
elementary students by creating Respect Agreements, or classroom expectations that the class decides
upon as a group. She said it is important to get the students involved with the process so that they are
more likely to adhere to the agreements. In addition, the process promotes collaboration, teamwork,
and respect among peers.
Brenda also mentioned that educators at the school employ restorative justice practices to
respond to misbehavior so that responses are not punitive. She said teachers must approach discipline
differently with the current generation of students as opposed to traditional strategies. “Just because
that worked in our time and before us, that don't mean this is the generation that this is going to work
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with,” Brenda stated. Beyond the classroom, educators support students with their social-emotional
needs through direct behavioral support, which is explored in the next section.
Faculty and Staff Offer Behavioral Support to Students
For students requiring more targeted social-emotional support, educators throughout campus
rally to support students. ABC Elementary employs a specific educator whose role includes meeting
individually with students. Jordan shared that this counseling assistant provides a space for students to
take breaks, receive behavioral support, and serve as an additional resource during student challenges.
Jason made similar comments on the supportive nature of staff members at the school sharing that
adults are available to assist a student during an episode of anxiety or give them a “moment to reset”
their experience for the day. Jason echoed his colleagues by sharing that he experienced the staff’s
supportive nature inside and outside of the classroom. For example, educators will assist a student if
they are struggling with dysregulated behavior in a hallway or lunchroom as opposed to ignoring the
student. “We [teachers] circle the wagons. Everyone comes to that kid in need,” Jason said. Nicole said
she regularly carves out time in the school day to address the social-emotional needs of her students so
that learning can progress:
If someone feels sad, we're going to provide them support, let them go to the counselor so they
can have a safe space to sit down and talk, and things like that. If something traumatic has
happened and the entire class just wants to talk about something, like if a mass shooting was on
the news the other day at a school or something, if they just wanted to stop, stop instruction,
let's have that conversation.
Additionally, James reflected on the need for teachers to support students’ social-emotional needs by
understanding their unique needs and refraining from bias. He said that demonstrating care for Black
students means shifting the perspective teachers have of students and seeking to honor each student’s
individual journey:
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I think as we observe our black and brown children, I think we view the deficit and not the
whole person. So, I think if we had that time to really sit and to hear not necessarily the
struggles, but just to hear their stories. When you hear the story, you're able your narrative is
not false narrative. It's actually their truth. So, when you hear that truth as a person that wants
to empower young people, I'm able to help you navigate through those waters.
Teachers also shared regarding the tight-knit network they have created in order to support the
students most in need. Some of ABC Elementary School’s students come from low socioeconomic
communities and struggle to have their basic needs met. For example, students have arrived at school
unbathed and in soiled clothing. However, Lisa shared that teachers rally around to ensure the students
receive the care they need to focus on learning. She stated the following about students who appear
unkempt at school:
We [educators at ABC Elementary] do a great job of making sure that your hygiene is put
together … so that you're not feeling left out because of your appearance or how you look or
how you smell or things that you can't control. What we can control is the learning
environment.
Nicole mentioned that educators are adept in knowing when a student may not be functioning at a high
capacity because of basic biological needs, such as hunger, and that teachers will not force students to
sit through a lesson if what they need is simply a meal. These demonstrations of care are some
examples of how educators at ABC Elementary School are building a culture where students receive
foundational support to further their learning. The next section will discuss how the study participants
display care by building student-teacher relationships, which positively impact school culture.
Student-Teacher Relationships Contribute to a Culture of Care
Four of the six study participants pointed to a strong student-teacher relationship as a
foundation for a caring culture to help Black students thrive at ABC Elementary. Jordan talked about the
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importance of building relationships with her students, and said the student-teacher rapport must be
formed before teaching can occur. However, Jordan said relationships have been more difficult to
establish post-COVID when students were isolated at home. “But once we've [built that relationship],
the kids know that we love them. They trust us. We're not going anywhere. And I think the kids know
that,” Jordan said.
Nicole recalled a time in the classroom when she played music and treated her students to a
snack for no other occasion but that she wanted to do something to boost their spirits. In return, she
feels students are more apt to focus on the business of learning. Nicole said with a laugh: “It only takes
that three to five minutes and then we can sit down and move on and everybody is like ‘okay, I'm ready
to work for this teacher because she played my song and handed me that cookie.’”
Brenda shared a similar narrative in that student-teacher relationships help educators push
students past their self-perceived limitations. She said once she builds a connection with students and
earns their trust, the children feel empowered to perform academically. Brenda shared:
I try to meet my students where they are and love on them. I'm able to push them to challenge
them even when they're like “No, this is too hard. I can't do it.” Well, if we start off like that,
yeah, because you don't trust me, you don't know me. I feel like when you build up trust with
children, just like with adults, then [they’re] willing to do the hard stuff. [They think] “I'm willing
to step into the unknown because so far you have shown me nothing but care. And you've
shown me that I can give you my hand and you won't squeeze too hard.”
Brenda continued by stating that teaching and learning are more effective when students feel a
genuine connection to their teachers. She said there is no separation between academic success and
creating a caring culture for Black elementary students, noting that connecting with students is more
effective than instruction alone. Brenda continued: “You can do skill drill, you can do memorization, you
can make them practice over and over. But I just feel like there's something else that opens up in their
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spirits when they know you love them.” Lisa concurred, stating that she seeks to build relationships with
her students through consistent encouragement to boost their confidence and academic performance:
“I always have those side conversations [with students] and push for their success because I know it's in
them and I know that they can beat the odds.”
Nicole echoed the sentiment saying students are more likely to perform academically if they feel
a teacher cares about them, a practice she begins at the start of every school year. She recalled learning
early on in her career that teachers should not smile for the first few months of school so that students
would develop a respect for her and conform to her demands. However, Nicole chose to show a warm
demeanor in the classroom:
For me, it's just easier and it's more beneficial for me to come in creating a culture of care and
love and family and support. I've learned go ahead and build a caring culture. Build your family
culture in this classroom, because that's going to put these kids’ hearts and the parents’ hearts
at ease and at peace. [They know] “I am safe. You know, I am loved.”
She continued that when students feel comfortable, supported, and cared for, they will put forth effort
towards their studies to make teachers proud. Lisa agreed and said she builds relationships with her
students through conversational methods to identify information to use to connect with them
throughout the school year. She said she uses specific activities in her classroom to connect with
students:
I'm able to have conversations like at smaller group settings or at lunch or recess to really get to
know them. I have a lot of artists in my class now who they just love to draw and they love to
color. So, I buy like different art things that they might want for the auction. We have auctions in
our classroom for the money that they earn. So, finding their interests early because then it
allows me to assist with their reading. So, if you like fish, then I can make sure that you have fish
books or I can point it out while we're talking.
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When students feel teachers demonstrate awareness of their interests, the classroom culture becomes
one where students feel seen and acknowledged, teachers concluded. Overall, student-teacher
relationships are critical to forming a culture of care for Black students.
Family Relationships With School Are Key
Building relationships with students’ families is also vital to creating a caring culture at the
school, according to the data. Nicole shared that creating a culture of care for her Black students means
extending the care beyond the classroom and into the community with families and said the school is
extremely family-oriented. Nicole views her conversations with caregivers as meaningful, as they are
able to build rapport while discussing grades and academics. When concerns arise regarding students,
Nicole said families are more likely to be receptive, which translates into an extension of care in the
classroom and student achievement. In addition, she has also been able to support families who struggle
with parenting or who were overwhelmed with the stressors of supporting their children emotionally
and academically throughout the pandemic. “Being a support system for not only the student that's in
my classroom, but for that student's families, siblings, parents … if there's something I can do to help,
I'm on it,” Nicole said.
The inclusivity of caregivers in the school community also contributes to a culture of care.
Families are often invited to school events to celebrate and acknowledge the achievements of their
students. Jordan shared that teachers make a point of inviting families to the school at the conclusion of
academic study units. To culminate a writing unit, she said families were invited to campus for a poetry
reading “to see that and let the kids shine and have this moment.” Jason said the partnerships between
the school and caregivers is an essential feature of the community is “just interwoven in our fabric” at
ABC Elementary School. Lisa reported that the parental presence at the school is strong, and that the
Parent Teacher Association (PTA) frequently creates opportunities for caregivers to engage in school life.
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She shared that because the school creates space for family involvement, bonds grow between them,
which contributes to a positive school culture:
[Parents] are very supportive and they have different appreciation events for the teachers as
well as the students and just showing up. So that helps just build the culture, especially [with] it
being a neighborhood school. There are so many parents in that neighborhood and so I think it
reaches outside of just in school. I hear students all the time [say] ‘Oh, I went to so-and-so's
house’ or play date or dinner or ‘we walk to school’ or ‘my mom and dad were on the porch and
we just rode our bikes.’ So, I think that that, too, is an opportunity for them to build the culture
not just in the school, but outside the school.
Additionally, the teachers pointed out that the school employs a director of culture and equity
as another catalyst for family involvement. Jordan said the director facilitates connections between
families and faculty to build a caring culture. The director creates celebratory events, caregiver
education workshops, and facilitates other opportunities for families to engage. In this case, ABC
Elementary school is intentional about having a staff member whose responsibility is to bridge a
connection between families and the school, which is another culture-building strategy.
Summary
The data compiled from the first research question points to caringness as the overarching
practice in creating a caring culture at ABC Elementary School for Black students. Teachers shared that
feeling a sense of belonging through school activities, seeing oneself reflected in the curriculum, and
being represented in the faculty and staff all contribute to a caring culture for Black students and impact
their academic success. Additionally, study participants named social-emotional strategies, the
formation of relationships with students, and the support of staff members as practices that contribute
to a culture of care for the children in their charge. Participants’ needs in sustaining a caring culture in
elementary schools are discussed in the following section.
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Research Question 2: What Are the Teachers’ Needs at the Different System Levels to Sustain a
Culture of Care That Supports the Academic Achievement of Black Elementary Students?
The study findings for Research Question 2 constitute two primary themes: support from school
leaders and family engagement. Within each theme are subthemes, which capture the various elements
that at least three participants perceived as needs in creating a culture of care to support Black
students’ academic success. Overall, the study participants provided less insight into what their needs
are as educators in sustaining a culture of care than the practices they employ. Therefore, the data
gleaned from Research Question 2 was not as comprehensive as the first research question. However,
the study participants shared common key findings as discussed in the following sections.
Theme 3: Support from School Leaders and Peers
Sustaining a culture of care requires the support of school leaders, study participants reported.
Specifically, teachers commented on the benefits of administrator classroom presence and their
collaboration on strategies to boost teacher effectiveness and student support. In turn, the teachers
shared, the practices would be beneficial for sustaining a caring culture for Black students at ABC
Elementary to impact their academic achievement.
Teachers Desire Administrator Presence in the Classroom
Teachers reported the need to have the support of school administrators to sustain a culture of
care for Black students. Some participants shared that administrators practice care for teachers by
encouraging them to leave work on time and by offering them occasional snack treats, for example.
Besides these practices, teachers said they desire school leaders’ direct support with students. Half of
the study participants shared that there are multiple benefits to having increased administrator
presence in their classrooms, including the students building relationships with another layer of adults
for support. Jordan said the students oftentimes cannot recognize or do not know who the school
leaders are, illustrating the need for administrator presence in the classroom and student interaction:
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All the teachers on my team made a birthday card for one of the administrators, and we asked a
kid to go take it to her and the kid didn't know who she was. And this was like quarter three.
And so, I think there is a lot of room for growth.
Teachers asserted that administrators should integrate themselves within the student body to build
rapport with the children. Brenda also said she needs the support of leadership presence and a
“cohesive focus on building community within the classrooms” to sustain a culture of care for her
students.
Often, the focus of an administrator visit in the classroom is for an evaluation or observation of
the teacher, which confuses the students and does not promote relationship-building, according to
Jordan. Lisa agreed and said the lack of visibility of administrators makes the observations intimidating,
decreasing teacher effectiveness. She continued: “some [teachers] get so nervous to the point where
[they wonder] ‘what are they looking for? Why did you come in here?’ And then [the observer] didn't
say anything.” Lisa added that administrators should conclude such observations with a note or email to
the teacher for reflection or encouragement. She said: “It's the follow up that's missing.”
Jordan continued with the theme of teachers needing administrator support saying there is a
correlation between the expectations set by administrators and the pressure teachers face. Moreover,
when there is not a steady presence of school leaders, teachers can feel as if they are shouldering the
responsibilities of student achievement alone. She lamented: “It doesn’t always feel like [administrators
are] in the trenches with us, and that creates a disconnect.” She noted that there is a lack of awareness
on the part of leadership of the challenges teachers face daily.
The study participants gave suggestions as to how school leaders can better support teachers.
To fulfill teacher needs, Jordan said verbal praise and other forms of “kudos” would help teachers feel
supported by school administrators, contribute to teacher well-being and, in turn, result in a caring
culture for students. Additionally, it is necessary for school leaders to work directly with teachers to
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create support strategies for students. Jordan shared about a time when school leaders and coaches
met as a team to determine strategies for specific struggling students. Jordan stated the following about
the administrators:
They were in the weeds with us in this meeting. That made me so much more energized to then
go back and figure out ways to connect with the kids or change the way I deliver the content. So
the more that they invest in the kids specifically, it helps [teachers] just be more willing to go
above and beyond.
Teachers also said they feel administrators do not understand the pressures teachers face in
when working with students. Specific practices would demonstrate leaders’ understanding of the
teacher workload. For instance, Lisa shared that she would appreciate additional planning time to better
prepare lessons and supportive strategies for her struggling students. With time to plan, she organizes
and is “able to just think about the things that might come to me or where my Black students might
struggle a little bit more. I'm able to dig deeper into what I'm teaching for the day.” Lisa suggested that
leadership must acknowledge teacher workloads and maintain awareness of their need to manage time
for them to best create a school culture that supports student achievement.
There is also a correlation between the amount of support a teacher feels from administrators
and the level of involvement those leaders have in the classroom. Relationship building between school
leaders and teachers also increases the level of efficacy teachers experience, according to some
teachers. Following an administrator because they are the leader is not as effective as a relationship
built on mutual support and respect, Brenda said. “I need to make sure that they come in [my
classroom] and they see and feel the love,” she explained. Data revealed that teachers feel supported
when school leaders show interest in teachers’ personal lives, address concerns arising from the
classroom, collaborate with teachers regarding student needs, and lead empathetically as opposed to
with authoritarian methods. Empathetic leadership is discussed in the following section.
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Teachers Need Reinforcement of Effective Teaching Practices
Teachers stated that they desire positive feedback as support by school leaders to continue
improving their teaching practice and sustaining a caring culture for their students. Lisa, who said she
understands the demands that occupy the time of administrators because her spouse is a school leader,
shared a similar perspective and said many teachers prefer the visibility of admin in classrooms for
encouragement and reassurance. “I look at the bigger picture and know what is on their plate.”
However, Lisa said, administrators making connections with teachers improves morale and indirectly
promotes a caring culture for students. “We have great teachers in the building and that when
[administrators] come just to say, ‘oh, I just want to come see a great lesson today,’ instead of it being
used as a learning tool and more so as a reassurance.”
Teachers said that positive feedback and instructional support from administrators is key for
teachers to remain engaged in their roles as educators, thereby sustaining the culture of care they work
hard to build for their students. Additionally, Jordan said, tolerating poor work is detrimental to the
morale of those teachers who display maximum effort:
It's easy as a teacher to do the bare minimum, because at the same time that [administration is]
not telling us we're doing a good job, they're also not reprimanding us either. If you do the bare
minimum, you get the exact same treatment as the teacher that spends a few hours after school
every day or that works on the weekends. Like you don't get anything special for doing anything
extra. And so, the more time that administration gives back to us by helping us come up with a
plan, helping us develop an action plan for a kid, whether it's a behavior plan or an academic
plan. If they do that with us, it makes you want to.
Along with providing instructional support and offering training, study participants said school
leaders should facilitate opportunities for teachers to learn from each other. Lisa asserted that if
administrators allowed educators to observe their peers, teachers’ practice would improve along with
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the school culture, thereby helping all students. She continued that school leaders should facilitate peer
observations so that teachers can learn from one another:
I would want my admin to come to me and say, “Hey, so-and-so wants to just come see your
room because everybody says that you're a great teacher. And not because she's struggling, but
just because she just wants to come see you teach.” I like to do that because I'm a learner
myself. And if I can go to someone's room and learn something else, that I have at least an hour
that I can go and spend in somebody else's room just to see what they're doing, and not
because I'm looking to see what did you do wrong and what did you do right. Just because I
genuinely just want to see some good teaching.
Jason concurred saying collaboration to share best practices among teachers is ideal in creating
a culture of care for Black students. He said there are “massive” issues in education and working as a
team helps educators tackle problems presented at the school. As the leader of his teaching team, Jason
said he aims to create open communication among his peers where teachers can find support among
one another and find solutions together to improve their practice. He said workshops are helpful to
learn and obtain ideas from peer educators. To increase cultural competency skills in his colleagues,
Jason incorporates a “cultural quote, whether it be from some person of color or female, something that
I think that they can take with them.”
Brenda agreed saying she desires openness from her peers to attempt new strategies and
embrace collaboration as a team. She also mentioned that her methods of displaying kindness towards
students are sometimes seen as a “weakness” by colleagues and that an acceptance of all teaching
styles would be beneficial. Brenda expressed the need for teachers to support one another:
[The lack of support] has caused me to drag my own wings. It's like I'm not flying or doing what I
need to do for my students because I'm afraid or concerned about pushback from my
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colleagues. It's like, I come to work for my students, but I still have to work with other adults in
order to be as successful.
Teachers mentioned that they also benefit from ongoing professional development by
education leaders. Honing one’s teaching skills and practices for the benefit of students is imperative,
Jason offered. Brenda also spoke about the need for additional teacher training and lamented that some
teachers complain about the required attendance: “how else would you get [the knowledge]?”
Specifically, Brenda mentioned that a beneficial training for educators would be how to communicate
with students and react to their behaviors. “More intentionality” is necessary around teacher training,
including bringing professionals from outside of the school community to facilitate discussions, she said.
Brenda also recalled training she received around working with Black students and found it beneficial for
her practice as an educator. She said her perspective of Black students was changed due to the impact
of the training:
I know my lens is different because of the trainings that I've had. I got specific training that
helped me understand how to work with males and how to work with Black males. So, there are
[teacher practices] that are being done and I'm like, I would never do that because now he's
humiliated and now he's going to feel the need to trump you because now it's a power struggle.
Educator development, through peer sharing and external training, is necessary to equip teachers in
sustaining a culture of care for Black students, according to study participants.
Theme 4: Family Engagement
Just as teachers expressed their desire for increased school leader involvement in student
learning, these educators also stated the need for family engagement in the education of their students
to sustain a culture of care. As with Research Question 1, study participants noted the importance of
caregiver participation at ABC Elementary School. Effective communication with teachers, involvement
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in school activities, and regular student attendance each impact optimal student learning. In short,
teachers view student caregivers as partners in student achievement.
With the onset of the COVID-19 pandemic in March 2020, which impacted schools worldwide,
brick and mortar learning centers shuttered, and students were forced to study from home. Once
schools reopened, the institutions established numerous guidelines to ensure safety of students and
staff, including mask-wearing and a reduction in campus visitors to stave off the spread of the virus. As a
result, parents have been on the periphery of ABC Elementary’s campus without the usual contact with
teachers and involvement in school life, the study participants explained.
Nicole cited the need to have more effective methods of communication with and engagement
of caregivers to support student learning. She stated that when students face challenges at home,
whether it is the tensioned relationship between parents or the physical and psychological effects of
household utilities being turned off, it is critical that teachers know about the circumstances so that they
can better support students at school. Families can be private about their circumstances, Nicole said,
but if a student is displaying behavioral challenges, a teacher who is in communication with caregivers
will be more likely to respond appropriately to that child’s needs, further sustaining a caring school
culture. Families must maintain regular communication with teachers and the school so that educators
are informed of student needs.
Teachers also named that student attendance is part of family engagement, which they said is
critical to a culture that supports academic success. Lisa stated that her Black students sometimes
struggle with attendance more than their peers and she viewed communication with parents as vital for
their students. Lisa shared the following about caregivers prioritizing school attendance and focus,
especially for their elementary-age students:
I just need parents to know the severity of how early education is so important and that
although we want to put them in basketball and cheer and dance and all these extra things, [if]
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you focus your time on the academics early, you don't have to worry about catching up later
right after the foundational years are over.
Nicole said that to counteract the challenge of inconsistent attendance, ABC Elementary has policies in
place where counselors will check in with families if a student has accumulated a number of tardies or
absences to understand the challenges or obstacles in attending school and offer assistance in the form
of rideshare pairing, for example. Additionally, to combat low achievement due to irregular attendance,
ABC Elementary offers Saturday school where students may have breakfast and study in small groups.
Along with families supporting and working with teachers as partners in their students’
education, caregivers with close proximity to school life contribute positively to sustaining a caring
culture. Brenda, who is also a parent of an ABC Elementary student, noted how beneficial family
involvement is to the school culture and expressed how “happy” students are when caregivers volunteer
their time at the school and become involved in activities. Brenda shared that parents will often remark
about what a “good place” ABC Elementary is and she believes they have a significant role to play in the
school remaining as such. Overall, students with involved caregivers tend to experience the school
culture as positive and caring, according to teachers.
Summary
The data from Research Question 2 showed teachers desire the support of others in the school
community to sustain the caring culture and Black students’ academic performance. Study participants
noted support from their teacher colleagues and school administrators in the form of physical presence
and pedagogical training among key needs. Additionally, teachers said increased family engagement in
their students’ school career helps to sustain a caring culture and academic achievement. The data from
this study gives elementary educators in peer institutions the tools to begin creating cultures of care at
their respective schools to benefit Black students.
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It is worth noting that the study participants were more apt to recognize practices that create a
culture of care, and identified far less needs in sustaining that culture. The implications of this reduced
input will be discussed in Chapter 5, including limitations and suggestions for future research on the
study of creating a culture of care in elementary schools to support Black students.
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Chapter Five: Discussion and Recommendations
This chapter summarizes the study findings as related to implications for practice within the
elementary educational community. Key research findings and recommendations for practice are
discussed with the intention of informing current and future educators and leaders of practices known
to foster caring school cultures that support Black students’ academic achievement. Additionally,
limitations and delimitations of the study are discussed in addition to recommendations for future
research.
To reiterate, the purpose of this study was to understand the practices public school elementary
educators employ that create a culture of care for Black students to impact their academic success. The
following research questions guided the study:
1. What are the perceptions of teachers regarding the strategies they employ to create a
culture of care to promote the academic achievement of Black elementary students?
2. What are the teachers’ needs at the different system levels to sustain a culture of care that
supports the academic achievement of Black elementary students?
Discussion of Findings
Two primary themes emerged related to the study’s first question: inclusivity and social-
emotional learning. Similarly, two main themes surfaced for the second research question: support from
school leaders and family engagement. A summary of the themes that emerged as findings for each
research question are discussed in the following section.
Inclusivity, Representation, Social-Emotional Learning, and Relationships Are Key to a Culture of Care
The findings suggest that inclusivity is a key component to a culture of care. Inclusivity appears
as ample opportunities for students to be involved and engaged in school life through activities and
cultural celebrations, where they often see themselves reflected and affirmed in their identities. The
findings also revealed that inclusivity involves culturally responsive practices in which teachers ensure
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curriculum and lessons reflect their student body. This finding is consistent with Gay (2010), who argued
culturally relevant teaching practices result in effective student learning, and reflects the microsystem
level of the conceptual framework. Additionally, teachers shared that utilizing culturally relevant
pedagogy means having the flexibility to implement lessons with a cultural lens in an optimal manner for
Black students, including language, culturally appropriate materials, and authenticity. Bean-Folkes and
Ellison (2018) concurred and stated that students feel a sense of belonging at school when they see
themselves represented in curriculum, classroom environments, textbooks, and school-wide
celebrations.
Furthermore, the presence of Black educators was a prevalent finding in the research that
showed a culture of care for Black students means seeing themselves represented in the faculty and
staff at the school. This finding coincides with Bean-Folkes and Ellison (2018), who stated that students
of color achieve higher rates of academic success when taught by teachers who mirror their identity.
Additionally, this finding reflects the literature review discussion on a diverse teaching force within the
mesosystem level of the conceptual framework. Along with the large number of Black educators
reported as part of creating a culture of care was also the pattern of consistency for Black students,
showing that having a regular presence of Black teachers is key.
Social-emotional development is a main component in the data featuring aspects of a caring
culture, which parallels literature by Cavanagh (2007) and Dissi et al. (2019) who asserted school-wide
SEL practices result in the overall well-being of students. Furthermore, the conceptual framework
outlines the use of social-emotional learning strategies in the microsystem level, or classroom practices,
of the conceptual framework. Dedicated time devoted to social-emotional learning rose as a prominent
strategy in creating a caring culture in addition to specific SEL practices individual teachers employed
within their classrooms, tailored to their students’ needs. The data suggested that students receiving
specialized support by educators was also important for their academic success. Teachers reported that
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they responded to behavioral needs when students needed help with specific challenges in addition to
basic physical support, such as hygiene and hunger.
The study findings suggested that teacher-student relationships are key to building a caring
culture, formed through the actions educators take to show concern for students. The data revealed
that bonds of trust formed between teachers and students result in the children performing at a higher
level academically and behaviorally. Relationships built between teachers and students’ caregivers also
promote a caring school environment where students thrive, the study research indicated. This finding
coincides with the work of Voight et al. (2015), who argued that a culture of care is beneficial to
educational outcomes, especially among students of color and other marginalized student populations.
Teachers Desire Support from and Collaboration with Administrators and Families
Interview data involving perceived challenges revealed that teachers need support from school
leaders and other educator peers to sustain a culture of care. This finding parallels literature by Kennedy
(2019) that affirmed the extent of school leaders’ impact on teachers’ implementation of social-
emotional learning for students of color. Interview responses showed teachers desire the physical
presence of administrators in their classrooms and on campus to support teaching practices and student
learning, which relates to the mesosystem or school level of the conceptual framework. Data showed
that teachers want school leaders to collaborate on student support strategies and build rapport with
students. Participants also shared that they desire administrators’ encouragement and reassurance of
teaching practices. Participants mentioned professional development and peer collaboration as
strategies for school leader support of classroom teachers.
Research data suggested teachers view family engagement as an effective strategy in sustaining
a culture of care to promote Black student achievement and said caregivers are partners in their
children’s learning. Teachers also noted their desire for student attendance, especially following the
school disruptions of the COVID-19 pandemic. Family involvement coincides with the chronosystem
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level of the conceptual framework, as it relates to the greater community outside of the school, and
further illustrates how various levels of the student environment impacts a culture of care.
Within the literature review, challenges in creating a culture of care included disproportionate
disciplinary measures for Black students and implicit biases of teachers. Additionally, existing literature
pointed to under resourced schools and communities as barriers to creating caring school cultures. In
these ways, the findings from the study and the examined literature were misaligned, as study
participants did not identify such issues as impactful at ABC Elementary School. The findings related to
teachers’ needs only serve to add to the body of research on the topic.
Implications of Research
Data collected from this study provides valuable insights into the practices teachers utilize in an
elementary school setting to create a culture of care. The research can inform the practice of
elementary educators in schools nationwide, impacting the development and subsequent achievement
of Black students. These results build on existing evidence of previous research, which indicates that
inclusivity, representation of culture, and social-emotional learning are important to success in school
for students of color. Previous research also indicates that a caring school culture forms through
student-teacher relationships and promotes higher academic achievement, which is consistent with the
results of this research study.
The findings obtained from this study are significant since they offer educators practical data-
based strategies to support the academic success of Black elementary-aged students, whereas other
programmatic strategies employed by schools may have been ineffective. As a result of this research,
districts and schools may audit hiring practices to intentionally recruit Black teachers and train all
teachers in culturally relevant pedagogical practices to better support Black students. Educational
leaders may use the data to reassess school materials and select curricula that reflect Black culture to
impact Black learners.
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The study findings also suggest that teachers desire more collaboration with and support from
school leaders. Therefore, elementary school administrators can utilize this study to inform their own
practices related to teacher support to promote Black student achievement. Administrators may apply
this data to re-evaluate leadership priorities to ensure time for participation in devising instructional
strategies for student success and for regular classroom visits to build rapport with students and
teachers alike.
Based on the research study, districts may view social-emotional learning as a vital and
necessary component of elementary school education. As such, school leaders may incorporate SEL into
the curriculum in the same manner as academics and extracurricular activities and would ensure
educators implement it consistently and with fidelity. Another practical implication of the research is
that teacher preparation programs may incorporate social-emotional development training for
educators to become skilled in implementing SEL lessons in their classrooms. Teachers being skilled in
implementing SEL would benefit not only Black students, but all learners.
Recommendations for Practice
Data gathered from the study participants provides valuable insight into the practices teachers
utilize in classrooms and campus-wide and proves useful in the development of teachers as they prepare
to fully champion and meet the unique needs of Black elementary students. This study identifies three
recommendations that are consistent with existing literature and correlate with the key findings in this
study. Recommendations include reflecting Black students within the faculty and staff of schools,
implementing social-emotional learning practices, and employing culturally relevant teaching practices.
Recommendation 1: Reflect Black Students Through Faculty and Staff Representation
Each participant interviewed for this study said that when educators ensure Black students feel
a sense of belonging at school, a culture of care is created. The teachers stated that Black students
experienced inclusion and belonging through various methods, including seeing themselves represented
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within the faculty and staff. Additionally, Bean-Folkes and Ellison (2018) stated that students of color
perform at higher rates academically when taught by teachers who share their identity. While research
supports the benefit of Black teachers for students of the same race, Black teachers only comprise 7% of
the education field (U.S. Department of Education, 2015). Therefore, one recommendation for practice
is to focus on the retention and recruitment Black educators in elementary schools. Human resource
professionals in public school districts must intentionally seek and recruit Black educators, while school
leaders must implement practices focused on retaining existing Black teachers. The following sections
feature strategies to boost and sustain the Black teacher population.
Strategically Recruit Black Teachers
There are strategies school districts can use to implement targeted hiring practices to increase
the number of Black educators in their ranks. To recruit Black educators, district leaders can partner
with search firms that specifically focus on hiring teachers of color. Such organizations make a practice
of consulting with and representing qualified Black educators who desire to work in schools that seek
them. These search firms often create or participate in diversity hiring fairs where teacher candidates of
color attend to be hired by districts and schools with a focus on diversifying their teaching force.
Another strategy for recruiting Black teachers is to consider students who are graduating from
local community colleges and universities, and specifically historically Black colleges and universities
(HBCU), in addition to alternative teacher preparation programs. School leaders should send district
hiring representatives to HBCU and other college career fairs to engage with those students preparing
for a career in education. Additionally, hiring leaders should make a priority of developing ongoing
relationships with HBCUs and other colleges, specifically with deans and other leaders at education
departments to establish pipelines from college to career. Public school districts in local proximity to
HBCUs may choose to create programs where Black college students could have regular interaction with
public school students in the form of mentoring or tutoring programs. This benefits college students
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with honing their teaching skills while also providing K–12 public school students with Black adult
engagement. In addition, the practice would serve as a pathway to employment with the district.
Additionally, alternative certification programs must be explored. Carver-Thomas and Darling-
Hammond (2017) asserted that teacher residency programs are effective in hiring Black teachers, and
encompass approximately 49% teachers of color. In these programs, districts and universities partner to
create opportunities where teachers are apprentices with a master teacher for a year, receive financial
support, and commit to teaching in the district for a period of time following the mentor year. Student
teachers receive support among their cohort and benefit from having a mentor, increasing the likelihood
that they remain in the field.
School districts seeking to hire Black teachers should also offer financial incentives. Black
teachers are more likely than non-Black peers to have student loan debt and other financial strains, such
as high living costs, which make low-paying teaching positions less desirable (Carver-Thomas & Darling-
Hammond, 2017). School districts should increase teacher salaries, offer tuition reimbursement for
advanced education opportunities, extend signing and retention bonuses, pay stipends for additional
roles, give scholarships for teacher credential programs for employees, and implement loan forgiveness
programs (Carver-Thomas & Darling-Hammond, 2017; Scott & Alexander, 2019). School districts must
reexamine budgetary allocations and pursue external funding to be intentional about making education
careers attractive to Black educators.
Implement Practices to Retain Black Teachers
Once teachers are recruited, it is critical for school leaders to focus on Black teacher retention.
On average, Black teachers report dissatisfaction with specific aspects of working in education than do
other non-Black teachers (Carver-Thomas & Darling-Hammond, 2017; Scott & Alexander, 2019). These
concerns include dissatisfaction with salary, lack of resources, and insufficient collegial support. With
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strategic efforts made towards combatting these challenges, retaining Black teachers becomes more
likely.
District human resource professionals must ensure Black teachers earn a competitive salary and
have access to financial incentives to promote retention. Black teachers are more likely than White
teachers to have student loan debt and live in high-cost areas (Carver-Thomas & Darling-Hammond,
2017), making financial incentives attractive to those Black teachers who wish to remain in the field and
to those who consider teaching as a career option. Partnerships with foundations, scholarship
organizations and other grant-making associations have shown success in retaining teachers through
financial incentives.
Literature also suggested that Black teachers have unique needs within the workplace that
contribute to their overall well-being as employees. Black teachers are more likely to remain at a school
when they work with other teachers who share the same racial identity (Bristol, 2018). School leaders
must ensure Black teachers are not singletons among faculty and staff groups. Additionally,
administrators must create spaces for Black teachers to benefit from supportive peer organizations,
such as affinity groups and Black employee associations, where they can gather and receive support
from colleagues who share the same racialized experiences.
Black teachers also are more likely to remain in the teaching field when they receive mentorship
support. Researchers Scott and Alexander (2019) reported Black teachers desire working with educator
mentors who share their same cultural identity and can offer solutions as the teachers navigate licensing
programs and career pathways. In mentor relationships with Black master educators or school leaders,
Black teachers tend to find support when confronting unique challenges in teaching and find benefit in
pairing with others who are culturally similar (Scott & Alexander, 2019). Mentorship programs should be
implemented within schools or district-wide and should occur regularly to maximize effectiveness for
teacher mentees.
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Recommendation 2: Employ Social-Emotional Learning Practices with Black Students
Four of the six study participants named social-emotional learning practices as key to creating a
culture of care for Black students. Additionally, Cavanagh (2007) and Dissi et al. (2019) argued that
social-emotional learning results in the well-being of students, contributing to their academic success.
Therefore, a recommendation stemming from this research study is to employ SEL development
strategies to promote a culture of care for Black students.
Social-Emotional Learning Curriculum
It is imperative to incorporate a consistent social-emotional learning time within a school’s
schedule to ensure the practices are implemented with fidelity. At minimum, classes should engage in a
daily morning session where students can practice building community and where each student is
afforded the opportunity to be seen, heard, and forge connections with peers. Exemplar programs such
as Responsive Classroom, Racial Literacy, Playworks, and Sanford Harmony each provide teachers with
an effective framework with which to teach SEL in elementary classrooms.
Additionally, social-emotional learning should not merely exist during a designated block during
the school day. Teachers must integrate SEL components into the general curriculum to create
opportunities for students to practice and hone the skills with regularity. These practices promote the
development of self-management, relationship building, empathy, responsibility, caring decision-
making, and emotional regulation (Collaborative for Academic, Social, and Emotional Learning, 2022),
thus contributing to a culture of care for Black students. For example, SEL can be implemented during
physical education classes through cooperative games where students practice collaboration, teamwork,
spatial awareness, emotional regulation, and more components. In classrooms, social-emotional
learning can be practiced during various academic subjects through the creativity of teachers and
resources needed to implement the practice.
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Social-Emotional Competence of Teachers
It is not sufficient, however, to simply prescribe that teachers utilize SEL practices in their
classroom work with young learners. According to Schonert-Reichl (2017), teachers’ own social
emotional competence impacts how effectively they promote SEL with their students. To support
teachers’ self-efficacy in implementing social-emotional learning development, these educators must
first be trained in the practice to increase SEL implementation with fidelity. Along with the knowledge of
how to implement SEL, teachers also need to develop their own social-emotional skills. This begins with
teacher support by administrators, and appropriate and ample training to use resources to implement
the initiative.
The recommendation to utilize social-emotional learning in schools must include the use of
restorative justice practices to foster a culture of care for Black students. As the literature stated, Black
students experience disproportionate levels of disciplinary measures in school. While the research study
data from ABC Elementary did not include discussion on disciplinary practices, it is an important
recommendation for other schools to combat the overuse of punitive measures. Education leaders must
adopt restorative justice practices to combat the disproportionate rates at which Black students are
harshly excluded and disciplined in schools. Educators must employ restorative justice practices to
repair harm, promote equity, and build relationships in contrast to criminal justice strategies (Wadhwa,
2017; Ward-Seidel, et al., 2022). Whereas exclusionary discipline contributes to disengagement of
students from the school community and the deterioration of a caring culture, restorative justice
practices are an important component of SEL and promote positive experiences of Black students in
school.
Districts and schools should adopt restorative justice practices to replace punitive disciplinary
policies. This requires policymakers to reevaluate school practices for equity, specifically for Black
students. Additionally, school leaders, teachers, and families must be educated on the use of restorative
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practices, how to implement them effectively, and the benefits of RJ over traditional disciplinary
measures. Finally, school leaders must ensure teachers are utilizing the practice of restorative justice
and uphold the strategies themselves to avoid perpetuating the status quo.
Finally, schools must employ leadership members specifically tasked to lead social-emotional
learning initiatives and training of educators. A director of SEL at the district level, at minimum, and at
school sites would serve as a valuable resource to guide and mentor educators in the use of social-
emotional learning practices. A dedicated professional in this role would promote accountability and
support for teachers to practice social-emotional strategies and increase fidelity.
Recommendation 3: Implement Culturally Relevant Pedagogy
The final recommendation resulting from this study refers to culturally relevant pedagogy
utilized by educators. Five of the six study participants alluded to culturally relevant teaching practices
as impactful to creating a culture of care to promote Black student achievement. Similarly, researchers
Antrop-González and De Jesús (2006) asserted that students of color are best served when teachers
incorporate students’ cultural identities into the learning environment and must utilize a culturally
responsive curriculum that reflects the student body. Additionally, Gay (2010) affirmed the importance
of “using the cultural knowledge, prior experiences, frames of reference, and performance styles of
ethnically diverse students to make learning encounters more relevant to and effective for them” (p.
31). As such, a recommendation for practice is for school leaders to ensure culturally relevant pedagogy
is implemented by teachers.
Creating Culturally Responsive School Environments
The study data informs school leaders as to the importance of schools that are culturally
responsive to students’ needs, specifically Black learners. To start, administrators should perform equity
audits at their school sites to determine how Black students are experiencing and incorporated into the
learning environments (Roegman et al., 2020). Overwhelmingly, school spaces and curricula are
75
Eurocentric and do not adequately reflect the diversity of the student body. Educational materials rarely
reflect Black student culture nor are teachers cognizant of this deficiency, as revealed in the research
study data. School leaders and teachers should also incorporate Black students in sharing their culture
and identities with the school community through the learners sharing their stories and customs with
classmates and the broader student body. Including Black students’ families in sharing their cultural
experiences through activities and events would contribute to creating a caring culture for these
students. It is also imperative that teachers utilize the mandated district curricula and present the
information to students in a manner that responds to their cultural identity, through delivery of content
or supplementing materials.
Moreover, a careful examination must be conducted to understand how Black students are
impacted by the school culture. Data suggests these learners must be reflected in every learning
environment, including images and narratives in learning materials and in classroom spaces, within
books and literature, in school community celebrations and observances, how they are impacted by
policies and procedures, and in every facet of school life.
Building Culturally Competent Teachers
Culturally relevant pedagogy also includes relationship-building between teachers and students.
However, teachers’ implicit biases can obstruct their ability to create positive relationships with Black
students and impede the development of a caring culture. Therefore, teachers must interrogate and
dismantle their implicit bias related to their Black students. District leaders should mandate that
teachers complete self-evaluations to acknowledge and understand existing implicit biases and undergo
training to reduce and eradicate the preconceptions. Reducing bias is an ongoing practice and should be
part of annual educator professional development.
Furthermore, teachers should undergo specific training in culturally relevant teaching practices
in addition to engaging in diversity, equity, and inclusion work to develop the necessary pedagogical
76
competencies necessary for creating a caring culture for Black students. It is the responsibility of school
leaders to ensure teachers receive training and are held accountable for implementing culturally
responsive practices. Districts must ensure training is ongoing and regular for teachers to feel efficacious
in the implementation of such practices. Districts should utilize independent diversity consultants and
district diversity professionals to lead teachers through antiracist and anti-bias trainings.
Hiring managers should also screen teacher applicants based on their level of commitment to
diversity, equity, and inclusion (DEI) and seek to employ those educators who are practitioners of anti-
racism. This screening process can include interview questions about work in DEI and situational
assessments, inquiry into a teacher’s educational philosophy, and reference checks. Human resource
professionals must use a lens of equity and justice when hiring educators who are responsible for
building cultures of care for Black students.
Additionally, districts should establish diversity teams to progress educators’ competency
related to diversity initiatives. Employing a director of diversity, equity, and inclusion should be a priority
for school districts, at minimum, while also establishing a team would further the work. It is the
responsibility of DEI professionals steering the work of diversity and inclusion to hold schools and
leaders accountable for equitable initiatives and serve as a resource for training and information for
educators.
Limitations and Delimitations
There are some limitations to this research study to consider when evaluating the findings. One
limitation is the abbreviated time span during which the study took place, which was approximately 8
weeks. During this short time span, I interviewed six participants. The reduced time for research
presented a challenge due to the reduced ability to recruit study participants, discussed in Chapter 4.
Because the sample size of the participant group was small, and did not equal the planned total number
of participants, a limitation may be inferred.
77
Additionally, it is possible that because the participant group was small the data was skewed, as
teachers who may have given different narrative responses were not included in the study. Because
teachers had to express interest in participating in the study and could not be solicited directly, it is
likely they were enthusiastic about and using caring practices, whereas perspectives of educators who
are not familiar with creating a culture of care may not be reflected. Without additional participants
providing a variation of responses, the data may lean towards positive practices that do not reflect the
overall culture of the school. However, generalizability is not of primary importance as the goal of this
study was to identify practices in an elementary school setting that contribute to a culture of care and is
not intended to be an exhaustive collection of strategies.
Limitations of the study findings also include internal validity due to the dependence on self-
reported data by study participants. This research study relied on self-reported data through interviews,
therefore limitations may exist within respondent validity. While the interviewees may not have been
deliberately untruthful, there is the possibility that they may not have recalled events as they happened
since perceptions of individuals vary (Merriam & Tisdell, 2016). As Merriam and Tisdell (2016) claim,
study participants likely give their construction of reality or their own understanding of the world the
same as if there are multiple versions of the same event according to the eyewitnesses. To overcome
this threat to validity, half the study participants had to state the topic for the threshold to be be met,
thus using a form of triangulation of the findings.
Limitations also existed in the participants’ responses to the second research question, which
inquired about challenges in sustaining a culture of care. Respondents offered varying answers such that
the threshold was not met or the participants chose not to answer. To increase validity, a suggestion for
future research is the utilization of varied research instruments, including participant questionnaires and
direct observations of educator practices on school campuses. The incorporation of multiple research
methods may collect data not revealed in the self-reported reflections of participants.
78
On the contrary, a substantial delimitation exists in the selection of the school site. The
elementary school studied had a student population that is majority Black and high achieving
academically. Given the high population of Black students, it was a simple task to identify educators at
the school who can share practices used to support these students specifically. Additionally, the school
is known within the community to employ positive practices, which increases the probability that the
small sample of participants reflected the overall perspective of the faculty body.
Recommendations for Future Research
Additional research studies on this topic would be beneficial to the practice of elementary
educators. Expanding the scope of such research to include middle and high school educational
practices would impact the achievement rates of older Black students. Studies could widen to include
other historically marginalized and underserved student groups to understand and inform how a culture
of care impacts their levels of achievement. Further research should gauge how a culture of care may be
created for teachers, as these professionals must be supported in their work as they attempt to serve
students with the greatest needs. Additionally, a study done to research how a culture of care in early
education impacts student success after matriculation may impact the motivation of school leaders to
implement supportive practices at their school sites.
Additionally, I suggest the following changes to the methodology for future research. First, I
recommend a larger sample size of study participants. Ideally, future studies would research data using
several participants from multiple elementary schools with ample Black student populations to gather
data for increased generalizability. Furthermore, a future study could use a variety of data collection
methods, including direct observation of classroom and school campus practices, interviews of school
district and campus administrators, or educator surveys to understand what strategies are employed to
create a culture of care. Future studies of this type would continue to inform the practices of educators
who seek to increase the achievement of marginalized groups everywhere.
79
Conclusion
This study revealed strategies teachers use that create a culture of care in schools to promote
academic success of Black elementary students. While school leaders have utilized various educational
policies and programs to increase Black student achievement, they have failed this vulnerable group
over generations. The data surfaced by this study identifies specific practices that enrich the culture of a
school to be effective in positively impacting the academic performance of our youngest Black students.
Overwhelmingly, caringness emerges as the foundation of what Black students need to thrive in schools.
The data informs us that, at the very core of their school experience, Black students require trust,
inclusion, belonging, attentiveness, empathy, respect, guidance, and love. It is the responsibility of
educators everywhere to ensure this data informs their practice to create caring cultures for future
generations of Black students to not merely survive their school years, but to thrive.
80
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Appendix A: Interview Protocol
Thank you for agreeing to participate in this study for my research as a doctoral student at USC. I
am interested in learning about how educators create a culture of care to promote the academic
achievement of Black elementary school students. Your participation as an elementary school teacher
helps inform educators and their practices when working with Black elementary students. As a
reminder, you have signed a consent form for this interview to be recorded in order to be transcribed.
Your answers are confidential and your name will not be shared with anyone outside of the research
team. I will not share any information with your fellow teachers, administrators, or district personnel.
The information will be stored on a password protected computer for confidentiality. Upon writing the
findings of the study, a pseudonym will be used to protect confidentiality of our interview. You are free
to withdraw from the study at any time.
Our interview today should not take more than one hour and our conversation is not evaluative
in nature, meaning I am not critiquing your teaching practices or methods. My goal is simply to
understand your perspective on the practices employed at this school. Please feel free to be as detailed
as possible with your responses. Do you have any questions before we get started?
Questions
1. Please give background on your teaching practice.
• How many years’ experience do you have as a teacher?
• What professional experiences do you have in education?
• Please share why you chose to enter into education.
[We’re going to shift now to looking at the school culture, meaning the environment, customs, and
characteristics of the institution.]
2. What do you perceive as a culture of care in schools or how would you define a culture of
care in schools?
88
3. What is your perception of the school’s view of a culture of care?
4. Describe how this view is communicated to parents, students, teachers?
5. Tell me about the culture of your elementary school. What are the ways care is
demonstrated in the school culture, if at all?
6. Please describe the level of support that you receive from your school leaders to implement
a culture of care in your classroom. Ideally, what would support from your school look like?
7. What are the 3 most effective things you have done to promote a culture of care in your
classroom, if any, in the last year? Please describe the outcome of the practice(s).
8. Suppose I was a Black student at your school. In what ways does your school create a
culture of care where I would feel supported in order to thrive?
• To what extent are Black students provided with targeted social-emotional learning,
or SEL, support?
• Please give specific examples, if any, of how Black students are supported through
SEL.
• What would have been more helpful to implement SEL better?
9. What are the disciplinary practices, if any, impacting Black students at your school? How
would you describe the impact of disciplinary practices on Black students at your school?
10. How does culturally relevant pedagogy appear at your school, if at all?
• In what ways are Black students reflected in the school, if at all?
• Describe the level of representation your Black students experience in the
classroom curriculum, if at all?
11. In your opinion, what is the connection between a caring culture and academic success for
Black students, if any?
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• How have caring practices impacted Black students’ academic success in the
classroom?
• In your opinion, to what extent is there a relationship between a culture of care and
academic success for Black students, if any?
12. What challenges have you faced, if any, in implementing a culture of care with your Black
students?
13. What do you need, if anything, to create a culture of care to benefit Black students?
14. Describe the practices and policies that you believe contribute to your ability to implement
a culture of care?
15. What other insight would you like to share related to a culture of care and Black students at
your school?
16. Tell me how often you think about and talk about a culture of care in your teacher peer
group?
17. What lessons have you learned in implementing caring practices in your classroom?
18. Is there anything you would have done differently?
Closing
Thank you for taking time to share your thoughts with me today. I appreciate your willingness to
provide your perspective as an educator. If I have any clarifying questions, can I contact you via email?
Again, please accept my sincere thanks for your participation. Please accept a small token of my
appreciation via email (gift card).
Abstract (if available)
Abstract
Black students have historically underachieved academically compared to their non-Black counterparts and school reforms fail to remedy the problem. Alternatively, studies show a culture of care in schools boosts academic success for Black students. This research study examines teacher perceptions of the strategies educators employ to create a culture of care at one exemplar school site. Teacher participants were interviewed and data collected revealed that a culture of care is created when Black students feel a sense of belonging, representation, and caring relationships with educators. Teachers also expressed the need for school leaders and families to partner with them to sustain the culture. This study was conducted to inform elementary educators as they seek to create caring cultures at other schools for the benefit of their Black students.
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Asset Metadata
Creator
Junius, Cydney Erin
(author)
Core Title
A culture of care in elementary schools to impact Black student academic achievement: a case study
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Educational Leadership (On Line)
Degree Conferral Date
2023-05
Publication Date
03/29/2023
Defense Date
03/09/2023
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
Academic Achievement,Black student,Black teacher,culturally relevant pedagogy,culture of care,elementary,OAI-PMH Harvest,social emotional learning
Format
theses
(aat)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Stowe, Kathy (
committee chair
), Datta, Monique (
committee member
), Malloy, Courtney (
committee member
)
Creator Email
c.e.junius@gmail.com,junius@usc.edu
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-oUC112850140
Unique identifier
UC112850140
Identifier
etd-JuniusCydn-11530.pdf (filename)
Legacy Identifier
etd-JuniusCydn-11530
Document Type
Dissertation
Format
theses (aat)
Rights
Junius, Cydney Erin
Internet Media Type
application/pdf
Type
texts
Source
20230329-usctheses-batch-1012
(batch),
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.
Repository Name
University of Southern California Digital Library
Repository Location
USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA
Repository Email
cisadmin@lib.usc.edu
Tags
Black student
Black teacher
culturally relevant pedagogy
culture of care
elementary
social emotional learning