Date of Award

Fall 11-23-2021

Degree Type


Degree Name

Doctorate of Philosophy (PhD) in Education


Educational Leadership

First Advisor

Leodis Scott

Second Advisor

Andrea Kayne


This qualitative, non-experimental phenomenology study used interviews to better understand the undergraduate literary curricula experiences of ten fourth-grade Chicago Public School teachers. The study explored the lived experiences of their literary instruction to African American fourth-grade boys. The purpose of this study was to identify why these youth have low reading proficiency and score the lowest of all demographics who take standardized test. The study results showed that nine of the ten teachers felt they lacked the skills to teach literacy effectively as a new teacher. The researcher discovered four major themes: connect, curricula, teacher perception/literacy & professional development, and cultural competency.