Education Commons^™

Rising Scholars: Narratives Of Formerly Incarcerated/System-Impacted Community College Students In An On-Campus Support Program, Jason Durrell Bostick

LMU/LLS Theses and Dissertations

This study uplifted the stories of formerly incarcerated and/or system-impacted students attending a California community college (i.e., “Rising Scholars”) to provide qualitative context to a growing literature following the state’s promotion of support programs at the University of California (UC), California State University (CSU), and California Community Colleges (CCC) systems. This study interviewed six formerly incarcerated/system impacted Rising Scholars using a narrative inquiry methodology with a theoretical framework of Critical Race Theory (CRT) and Desistance theory to inquire about their educational experiences before and during their enrollment at an urban California community college with reentry support. Key themes in the …

A Critical Discourse Analysis Of The Obama Administration’S Education Speeches, Adriane Kayoko Peralta

LMU/LLS Theses and Dissertations

This qualitative study examined 45 education speeches presented by President Obama and leaders of the U.S. Department of Education from January 2009 through December 2010. These speeches were interpreted with the use of critical discourse analysis and reviewed through the lens of interest convergence theory. The first aim of the researcher was to uncover the underlying ideologies represented in the Obama Administration’s education speeches. The second objective was to understand how those ideologies impacted the Administration’s proposed reform ideas. Specifically, the researcher was interested in how the underpinning ideologies and proposed solutions affected the education of poor students of color. …

Counter Narrating The Media’S Master Narrative: A Case Study Of Victory High School, Beth Trinchero

LMU/LLS Theses and Dissertations

Since the publication of A Nation at Risk (National Commission on Excellence in Education, 1983), Berliner and Biddle (1995) have argued media have assisted leaders in creating a “manufactured crisis” (p. 4) about America’s public schools to scapegoat educators, push reforms, and minimize societal problems, such as systemic racism and declining economic growth, particularly in urban areas. The No Child Left Behind (NCLB) Act (2001) functions as an important articulation of this crisis (Granger, 2008).

Utilizing the theoretical lenses of master narrative theory (Lyotard, 1984), Critical Race Theory (Delgado & Stefancic, 2001), and social capital theory (Bourdieu, 1986; Coleman 1988), …