Date of Award

2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Debra Espinor, Ed.D.

Second Advisor

Randy King, Ed.D.

Third Advisor

Keelan LoFaro, Ed.D.

Abstract

This study explored the challenges and benefits teachers face in implementing culturally responsive teaching, multicultural education, and global education and their impact on student learning, community integration, and sense of belonging. Through qualitative narrative research, I investigated how high school educators could create inclusive classroom environments. Four high school teachers from a suburban high school in Oregon, aged 21 or older, participated in semi-structured interviews focused on culturally responsive teaching, multicultural education, and global education. The research aimed to uncover high school teachers’ experiences across different career stages, offering insights to support educators and inform policy and teacher preparation programs, as well as potentially refining training for diverse classrooms. Thematic analysis provided understanding of diversity navigation skills, stressing the need for explicit training in global education. Narratives highlighted dedication to improving teaching practices, valuing diversity, and acknowledging challenges in achieving cultural inclusivity. The study suggested continuous learning and effective training to foster inclusive, diverse, and respectful educational environments. Teachers showed increased awareness and commitment to creating inclusive learning environments through CRT training and integrating multicultural and global education into their practices. Challenges included the need for targeted training and addressing gaps in cultural responsiveness. The study emphasized recognizing and valuing diversity, underlining the importance of continuous learning and professional development to establish a positive and inclusive school atmosphere.

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