Education Commons^™

Relationships, Relevance, And Reflection: How White Teachers Are Working To Dismantle White Supremacy In Their Classrooms Through Culturally Responsive Education, Zion W. Gezaw

Electronic Theses and Dissertations

This study examines the multitude of ways in which White supremacy manifests in the education system and examines how White teachers specifically are working to dismantle White supremacy in middle school classrooms through culturally responsive education. This educational criticism and connoisseurship study focuses on the interactions of White teachers in relation to their Black students, along with observations of their teaching and planning methods. The following research questions guided this research: How are White teachers implementing a culturally responsive classroom environment for Black students? How do White educators plan and enact a culturally responsive curriculum for Black students? How do …

Do You Hear Us? Amplifying Alternative Pathways For High School Pushouts Through Youth Participatory Action Research, Rob A. Duren

Educational Leadership and Policy Studies: Doctoral Research Projects

The school-to-prison pipeline (STPP) metaphor encapsulates and describes a set of legislative policies and educational practices that systematically funnel African American, Indigenous, and Latinx students from the classroom into the juvenile and criminal justice system at disparate rates. An emerging solution to address high school pushout and the STPP has been to develop Alternative Education Campuses (AECs). However, there is a current gap in the research that amplifies the counter narratives of students currently enrolled at an AEC, through their own words, using Youth Participatory Action Research (YPAR). Studies conducted with students who have been labeled “high-risk” are especially lacking. …

Gifted Culturally Linguistically Diverse Learners: A School-Based Exploration, Robin M. Greene

Teaching and Learning Sciences: Doctoral Research Projects

The purpose of this case study was to explore educators’ perceptions of characteristics, needs, and practices relating to gifted culturally linguistically diverse learners. The research questions guiding the study included the following: What are educators’ perceptions of the characteristics, needs, and practices related to gifted culturally linguistically diverse learners? How do educators describe gifted culturally linguistically diverse learners? How do educators describe their understanding of culturally responsive teaching as it relates to diverse gifted learners? What are school-based practices for gifted culturally linguistically diverse learners that support or hinder learning?

This study focused on an elementary school within Colorado. Seventeen …

Race Matters: An Examination Of The Study Abroad Experiences Of African American Undergraduates, Karyn L. Sweeney

Electronic Theses and Dissertations

As U.S. colleges and universities face increasing pressures to prepare graduates to succeed in a global environment, African American students continue to be underrepresented in study abroad participation. In-depth interviews and a critical race theory framework were utilized to examine how six African American undergraduates experienced study abroad. Findings were organized around participant backgrounds, motivations, and goals for study abroad; lived experiences abroad, with an emphasis on the effects of race and racism; expectations; and meanings and outcomes ascribed to study abroad by the participants. The study findings offered a counternarrative to deficit-based discussions of African Americans and study abroad …

It's About Access: How The Curricular System And Unequal Learning Opportunities Predict The Racial Test Score Gap In Mathematics, Floyd Cobb Ii

Electronic Theses and Dissertations

This mixed methods study investigates how the design of the curricular system of one Colorado school district contributes the racial test score and racial college preparedness gaps in mathematics. The researcher examined this issue through a mixed methods design using Critical Race Theory (CRT) as the overarching theoretical framework supported by Yosso's (2002) Critical Race Curriculum. For the quantitative portion of the study the researcher utilized the theory of opportunity to learn (OTL) to test the impact of differential access to advanced mathematics content on test score outcomes on the Colorado Student Assessment Program (CSAP) and the Colorado ACT (COACT). …