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Patricia Daley Ed.D., is a 2025 graduate of the Ed.D. program in Educational and Professional Practice at Antioch University.

Dissertation Committee:

Nadine Wheat, Ph.D., Committee Chair
Tom Frederick, Ed.D., Committee Member
Christopher Clarke, Ph.D., Committee Member

Keywords

English-speaking Caribbean (ESC) immigrants, literacy experiences, Creole dialects, culturally relevant pedagogy, language identity

Document Type

Dissertation

Publication Date

2025

Abstract

This phenomenological study examines the literacy experiences of English-speaking Caribbean (ESC) immigrant students in public schools in New York City, as well as the structural factors surrounding their experiences and the culturally sensitive solutions to these experiences. Although in the English-speaking Caribbean context students often use English, many of them also speak Creole or a dialect. They are linguistic forms, including Jamaican, Trinidadian, Guyanese, among other Creoles, that are frequently misinterpreted or underestimated in formal education systems, resulting in confusion and a lack of appropriate instructional support. This linguistic identity crisis among the Jamaicans through ingrained colonial notions that the use of Creole means that people are poorly educated and, therefore, have low expectations and low performance in schools. The interference of dialects and a negative perception of language in Caribbean classrooms deters the growth of literacy and leads to systemic prejudice against nonstandard varieties. Even though a typical ESC society is bilingual, it is still clear that Standard English remains the central part of formal education and testing programs, which in turn forces students who speak Creole as their first language of expression to the margins of gaining equal access to education, thereby minimizing their learning possibilities. This study employs critical race theory (CRT), culturally relevant pedagogy theory (CRPT), and second language acquisition theory (SLAT) to investigate the interconnection of language, culture, and identity in shaping literacy outcomes. In-depth interviews with educators and former ESC students revealed seven fundamental themes: dialect detection, emotional preparedness, systemic oversight, pedagogical adaptability, and the importance of culturally relevant content. The findings highlight the necessity for comprehensive literacy frameworks, promotion of dialect-inclusive pedagogy, and emotionally informed teaching methodologies. The study offers theoretical and practical insights for policy reform, educator training, and equitable literacy advancement for bilingual immigrant groups. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Comments

ORCID No. 0009-0003-1168-054X

Bio: Dr. Patricia A. Daley is a distinguished educator, literacy specialist, author, and nonprofit leader with more than two decades of experience advancing literacy and inclusive education. She began her career as a general education elementary school teacher with the New York City Department of Education, where she taught for over 20 years and became known for her expertise in supporting struggling readers through phonics, culturally relevant texts, and scaffolded instruction.

She is the founder of The Reading and Literacy Clinic Jamaica (RLCJ), where she develops innovative programs to help students connect with their culture while mastering essential reading skills. Dr. Daley has authored two books, Wait for What and River of Love, along with several children’s titles that are used in her clinic to foster literacy through culturally grounded storytelling.

Beyond her work in literacy, Dr. Daley is the founder and CEO of Give Back Generation, a nonprofit organization dedicated to supporting college students facing financial challenges as they pursue their careers. She is also an avid monologist, public speaker, and mentor, inspiring young people to embrace education, resilience, and self-expression.

In 2025, Dr. Daley earned her Doctor of Education in Education and Professional Practice from Antioch University. Her dissertation, Towards the Improvement of Literacy Education for English-Speaking Caribbean Immigrants, is a groundbreaking phenomenological study that explores the literacy experiences of Caribbean immigrant students in New York City. Employing Critical Race Theory, Culturally Relevant Pedagogy, and Second Language Acquisition Theory, her research highlights the importance of dialect-inclusive pedagogy, culturally sensitive frameworks, and equitable literacy interventions.

Currently based in Kingston/St. Andrew, Jamaica, Dr. Daley continues to collaborate with schools, teacher training institutions, and community organizations to expand effective literacy strategies. She remains deeply committed to student growth, dignity, and cultural relevance in education, ensuring that learners of all backgrounds have the tools to thrive academically and personally.

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