Theses and Dissertations from DePaul University

Date of Award

2026

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

College

College of Education

First Advisor

Barbara Rieckoff

Abstract

This qualitative phenomenological study examined how the underrepresentation of Black American history in K–12 curricula influences individuals’ understanding of American society, identity, and cultural belonging. Using open-ended questionnaires distributed via Qualtrics, thirty-seven participants reflected on their educational experiences, the extent to which Black American history was included, and how its omission shaped their self-perception and social awareness. Guided by Critical Race Theory (CRT) and The 1619 Project, the study was organized around six a priori themes identified in existing scholarship: Awareness of Historical Omission, Identity and Self-Perception, Social and Cultural Impact, Reactions to the Education System, Emotional Responses, and Broader Implications. NVivo software was used to code and analyze responses for thematic and relational patterns. Cross-tabulation by demographic variables indicated that age and educational attainment—rather than race or gender—were the strongest predictors of critical reflection and awareness of structural inequities. Two emergent meta-themes arose from the analysis: (1) Curriculum as a Structural Mechanism and (2) Educational Reconstruction. Findings indicate that curriculum operates not merely as an instructional tool but as a structural force that reflects and reproduces systemic inequities. Participants described how curricular omission diminished cultural competence, reinforced stereotypes, and contributed to feelings of invisibility or misrepresentation, while also expressing a desire for curricular reform that integrates Black history as a continuous and central component of the American narrative. The study concludes that curricular omission constitutes a subtle yet enduring form of structural discrimination, underscoring the need for curriculum reconstruction grounded in truth, representation, and justice.

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