Date of Award


Document Type

Action Research Project

Degree Name

Master of Arts in Education



First Advisor

Dawn Quigley




Using the methods of culturally responsive pedagogy (CRP), teachers can not only allow students to demonstrate mastery through diverse ways of learning, but a diverse student body’s varying ethnic, cultural, and experiential backgrounds can be used to increase achievement and allow students to perform in a way that reflects their inherent brightness and intellect. While CRP has shown promise and is intended to increase achievement of all students, very few studies exist which explicitly focus on CRP in the art classroom and its impact on student achievement in art. The purpose of this action research project is to discover what, if any, effect a culturally responsive art unit has on the academic achievement of alternative high school students in the art classroom when compared to a traditional art unit that does not use CRP.

Included in

Art Education Commons