Spring 2015

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)


Teacher Education


A significant achievement gap between students of the majority White culture and those of historically disenfranchised cultures in the United States of America still persists, though policy changes and laws have worked to mitigate the effects of marginalization. Examining inequities in the classroom and tools for closing the achievement gap as well as creating educational experiences beneficial and equitable for all students continues to be a salient area of study and research. This study implemented three strategies drawn from the theory of Culturally Relevant Pedagogy, and documented student engagement as related to the implementation of these strategies to find out what specific tools and techniques teachers can use in their classrooms to engage traditionally underachieving and disengaged students.


Thesis (M.A.) Teacher Education Department