Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Spring 5-16-2026

Abstract

This qualitative study explored the lived experiences of elementary educators working with newcomer students in a Southwest urban school district, with the purpose of identifying culturally proficient strengths that support student belonging and learning. Guided by an interpretive (hermeneutic) phenomenological approach and informed by Appreciative Inquiry, the study centered educators’ meaning-making rather than deficit-oriented perspectives. Data were collected through in-depth, semi-structured interviews with five elementary educators serving newcomer students across kindergarten through fifth grade. Analysis followed van Manen’s phenomenological methods and resulted in six interrelated themes: belonging before language; school as a cultural system; language as agency and identity; cultural proficiency as humility and reflection; families as essential partners; and advocacy as pedagogical responsibility. Findings indicate that educators experience teaching newcomer students as relational, reflective, and ethically grounded work, with adult attitudes and systemic practices emerging as greater barriers than language itself.

Keywords

cultural proficiency, appreciative inquiry, newcomer students, refugee education, culturally responsive teaching, phenomenology

Document Type

Dissertation

Language

English

Degree Name

Teaching, Learning and Teacher Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Marjori M. Krebs

Second Committee Member

Trenia Walker

Third Committee Member

Sonya Romero-Autrey

Fourth Committee Member

Chelsea Morris

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