Disability and Equity in Education Commons^™

“A Real Man . . .”: Deconstructing Machismo Heteronormative Standards With K–12 Latino Male Educators Through Dialogic Spaces, Mario Echeverria

Dissertations

In a K–12 educational landscape where 75% of educators are white women, recruitment of Latino male educators is crucial for diversification, yet these educators represent just 2% of the teaching workforce in the United States (NCES, 2020). These educators grapple with a layered sense of identity as they navigate expectations of hegemonic masculinity and machismo norms that dictate their roles as disciplinarians and saviors, especially for young boys of color (Brockenbrough, 2018; Lara & Fránquiz, 2015; Martino & Kehler, 2006; Mills et al., 2004; Singh, 2021). Unfortunately, Latino male educators leave the profession at twice the rate of their Latina …

Developing Mathematical Identities: Australian Children’S Gendered Constructs In The First Formal Year Of School, Rachelle Glynn

Theses

Researchers have been intrigued by the dichotomy of similar achievement levels between boys and girls but disparate mathematical attitudes, which show that girls are much less likely to enjoy or engage with mathematics or choose professions involving mathematics (Kyriacou & Goulding, 2006; Vale, 2008). Although studies have explored differences in boys' and girls' perceptions of their mathematical identity from age seven, there has not been research conducted on students as they begin school to see what gendered perceptions they bring to their mathematical learning. This study seeks to answer the question: How are girls’ and boys’ mathematical identities being informed …

Teacher Professionalism, Embodiment, And Surveillance: An Autoethnographic Study, Melanie Cloutier-Bordeleau

Electronic Thesis and Dissertation Repository

This autoethnographic study entails using my own situated knowledge and experience as a white bisexual secondary school teacher from a low socioeconomic background as a basis for data generation and analysis. Attention is given to examining the current enforcement of specific norms governing behavioural and physical conduct, and the role these norms play in constructing and reinforcing hierarchical structures of identity related to race, gender, socioeconomic status and sexuality. The main question the study explores is: How does the performativity and performance of educator “professionalism” contribute to constructing/reinforcing hierarchies of identity with respect to gender, sexuality, social class and race? …

Complaint As ‘Sticky Data’ For The Woman Wpa: The Intellectual Work Of A Wpa’S Emotional And Embodied Labor, Anna Sicari

The Journal of the Assembly for Expanded Perspectives on Learning

There is rich scholarship on emotions in writing program administration, and the labor this work requires from WPAs (Holt; Micciche; McKinney et. al; Ratcliffe and Rickley; Vidali) and on the feminized nature of writing programs and the way gender informs this type of emotional work (Enos; Flynn; Miller; Schell). Many WPA scholars advocate that our administrative work is intellectual work, yet little attention has been given to the emotional and embodied labor of WPA work as intellectual and as defining components of WPA work. Drawing from Sara Ahmed’s recent work on complaint and data I collected from thirty interviews with …

A Narrative Inquiry To Explore The Connection Between Gender And Discipline In Grades Pre-K–8, Nicole Salazar

Dissertations, Theses, and Capstone Projects

Because behavioral discipline can impact children’s development, it is important to ensure that educators work in fair and unbiased ways with all children, across gender, race, and other groups. Biased disciplining of children’s behavior in classrooms can occur as micro-aggressions (McCabe, 2009), sometimes counter to what educators may believe about their own behavior. As a means of raising awareness of gender-biased treatment in classrooms, this thesis involved narrating – a dynamic activity that elicits accounts of events – and thus as a means of reflecting on behavior in everyday practices. Educators anonymously completed a questionnaire requesting narratives of various disciplinary …

Persistence Among Emerging Adults With Traumatic Brain Injury In Postsecondary Settings, Ardith A. Clayton-Wright

FIU Electronic Theses and Dissertations

This longitudinal study sought to investigate the demographic and socio-psychological factors associated with predicting persistence in postsecondary education among emerging adults with traumatic brain injury. The predicting variables in this study were: (a) gender (sex), (b) socioeconomic status (SES), (c) employment, (d) years of education; (e) age at onset of injury, (f) existence of familial capital/parental involvement, and (g) hours spent studying for a class.

Data were obtained from a secondary dataset collected by the Traumatic Brain Injury Model Systems National Data and Statistical Center longitudinal database. There were 2436 participants with TBI in the study. Ages ranged from 16 …

Intention, Questions, And Creative Expression: An Antidiscriminatory Diversity Statement, Hannah S. Bright

Scholarship and Engagement in Education

Supporting education that reflects diversity involves maintaining awareness of one’s personal positionality, creating safe and inclusive learning communities, and using creativity and choice to empower and honor student voice and individual development. When working in educational settings, teachers may involve students in selecting relevant materials, and follow their lead in creating critical dialogue about salient factors of identity.

Identity Politics, State Standards, And On The Ground Realities: A Critical Policy Analysis Of Teaching/Learning Gender/Sexuality In A Virginia Elementary School, Stefanie Hudson

Theses and Dissertations

Even though America has seen an increase in the level of acceptance for people who identify as LGBTQ and/or gender non-conforming, certain aspects within society continue to hinder their rights, especially within public education. Specifically, there are insufficiencies regarding content of and attitudes toward including LGBTQ issues in teaching and leadership training programs. Add to that, the deficits in most Family Life Education (FLE) programs in elementary schools as they lack adequate coverage of developmentally appropriate teaching and learning about gender and sexuality. Taken together, it remains questionable whether the needs of LGBTQ and/or gender non-conforming children can truly be …

Mind The Gap: Student Researchers Use Secondary Data To Explore Disparities In Stem Education, Nathan Bean, Amanda Gnadt, Nicole Maupin, Sherry A. White, Lori Andersen

Prairie Journal of Educational Research

Large data sets offer opportunities for graduate students to become involved in meaningful research, but also comes with a unique set of challenges. This paper seeks to examine that relationship through utilizing the High School Longitudinal Study 2009 – representative of US ninth graders in 2009 (n = 21,444) – to examine a set of research questions about STEM interest and preparation amongst secondary students. Student researchers identified gaps in plans and outcomes with regards to race, gender, exceptionalities, and socioeconomic status. Findings indicated inequities that affect STEM outcomes. A significant interaction was found between students education expectations by gender …

Masculinities, Gendered Expression, And The Social, Emotional, And Academic Well-Being Of High School Boys, Cynthia Bazinet

Educational Studies Dissertations

There has been longstanding concern over the seemingly intractable problem of boys’ academic achievement. Despite extensive research, there is little consensus among researchers and educators regarding best practices and approaches in mitigating and remediating the problem. This mixed-methods study sought to illuminate the issue further by focusing on the meaningful lived experiences of six young men aged 18 to 24 who attended and graduated from a central Massachusetts public high school. The study asked participants to reflect through prompted writing upon the stresses and pressures as well as the factors and conditions that affected their abilities to manage their performativities …

The Effects Of Reflex Math As A Response To Intervention Strategy To Improve Math Automaticity Among Male And Female At-Risk Middle School Students, Daphne Sarrell

Doctoral Dissertations and Projects

The search for evidence-based math interventions that are easy to use and impact academic achievement are in demand, and the impact that these interventions can have on students who struggle with math achievement is of concern. In this study, the effects of Reflex math computerized intervention to improve the automaticity of basic math facts among male and female middle school students identified as at-risk for academic failure in mathematics was examined according to differences in mean scores and based on gender. A quasi-experimental pretest-posttest nonequivalent control group design was used for the purposes of the study. Convenience sampling among students …