Education Commons^™

Counterstories Of High School Black Males And Their Experiences Of The Mainstream Curricula, Kayla Turner

Electronic Theses and Dissertations

This is an inquiry into the experiences Black males have with the current high school curricula. Theoretically drawing on critical race theory (Bell, 1992; Delgado, 1995; Dixson & Rousseau, 2006; Ladson-Billings, 2009; Solórzano & Yosso, 2001, 2004), I explore how high school Black males’ suggestions and ideas can be used to shift the current curricula to a curricula that is more culturally sustaining. I challenge deficit research on Black male learners by focusing on the educational successes of Black males. Methodologically, I utilize counterstorytelling (Delgado, 2017; Solórzano & Yosso, 2002) to illustrate the experiences of three academically successful high school …

Young, Gifted, Black, And Blocked: A Critical Inquiry Of Barriers That Hinder Black Students' Participation In Gifted And Advanced Placement Programs, Elizabeth Anne Evans

Electronic Theses and Dissertations

This inquiry explores the underrepresentation of Black students in the Gifted and Advanced Placement (AP) Program from the perspective of the student. This study focused primarily on the barriers students perceived that hindered their participation. In addition, I explored the role teachers and guidance counselors play in Black students’ decisions to enroll or drop out of AP classes, and how the history and institution of gifted educations has aid and excluded Black students. Five Black high school students, four male, and one female, were interviewed.

Theoretically, my study was grounded in two distinct inquiries; Critical Theory (Kincheloe & McLaren, 2008) …

Untold Stories And Silenced Voices: Lives Inside A North Georgia Elementary School, Donna S. Troupe

Electronic Theses and Dissertations

This is an inquiry into the lived experiences of Southern, white, female teachers who teach their overwhelmingly Southern, white student populations in a rural/suburban North Georgia elementary school. I explore the obstacles and challenges they face as they experience the negative and crippling effects of the policies and practices forced upon them in their teaching and learning environments. Drawing upon the theoretical works of Dyer (1997), McIntosh (2012), Anderson & Collins (2007), Morrison (1992), Jupp (2013), Sleeter (1993, 2003), Smith (1944,1949), and hooks (1992) on race and critical white studies; the works of Apple (2001,2008), McLaren (1998), Foucault (1977), Freire …