Open Access. Powered by Scholars. Published by Universities.®
- Publication Type
Articles 1 - 2 of 2
Full-Text Articles in Education
Preparing Culturally Responsive Educators In The 21st Century: White Pre-Service Teachers Identification Of Unearned Privileges, Winston E. Vaughan Ph.D.
Preparing Culturally Responsive Educators In The 21st Century: White Pre-Service Teachers Identification Of Unearned Privileges, Winston E. Vaughan Ph.D.
Georgia Educational Researcher
This qualitative /quantitative investigation highlights the analysis of preservice teachers’ responses to an end of semester writing prompt in a diversity course requiring them to identify an unearned privilege that they may have benefitted from. Data were analyzed using qualitative as well as quantitative methodologies. Qualitative analysis revealed a range of privileges that pre-service can rely on when they reflect on the structured nature of privilege within our society such as socio-economic status, race, education, American citizenship, gender, parental support and language. Quantitative results, which focused on descriptive statistics, revealed that Whiteness and social class were privileges that they benefitted …
"Courageous Conversations": Rural South Georgia Teachers Reflecting On The Role Of Race And Racism In The Education Of Rural South Georgia Students, Lawanda P. Gillis
"Courageous Conversations": Rural South Georgia Teachers Reflecting On The Role Of Race And Racism In The Education Of Rural South Georgia Students, Lawanda P. Gillis
Electronic Theses and Dissertations
Author's abstract: The requirements of the No Child Left Behind Act of 2001 has forced school systems throughout the United States to consider the achievement gap between White students and non-White students, which had not previously been a factor in determining school success for federal and state funding. However, acknowledging the gap is not enough. Schools must move beyond acknowledging the gap to developing strategies to close the gap. A professional development course entitled Courageous Conversations About Race, written by Curtis Linton and Glenn E. Singleton was taught to thirty-seven teachers in a rural South Georgia school system. Eight of …