Education Commons^™

Does Increased Family Income Reduce Fade Out Of Preschool Gains?, Colin C. Rose

Graduate Doctoral Dissertations

The current study examines the connection between a change of family income and the retention of academic gains for children in low-income households who have attended a center-based preschool program. These children are often shown to lose the academic advantage they gain during preschool as they move through k-12 education in a phenomenon called fade out. A theoretical framework was constructed positing that material and psychological effects of poverty inhibit the ability of these families to support and maintain growth during this critical time when children are highly nested in the family unit.

Treating family income as a causal risk …

Pa'lante! Toward The Presidency: Understanding Factors That Facilitate Latino Leadership In Higher Education, Gloria Lopez

Graduate Doctoral Dissertations

The purpose of my study was to explore the role of cultural values in the lived experiences of Latino college and university presidents at four-year higher education institutions and to determine how cultural values contributed to and reflected their professional strengths. Using the Community Cultural Wealth framework developed by Tara Yosso (2005) to capture the assets or forms of capital that people of color bring with them to all settings, this study utilized a strengths-based approach to examine the ways in which Latino higher education executives translated their cultural upbringing and values into skills and approaches that facilitated their ascension …

"True, She Has The Culture You Need": A White Teacher In An Urban School Critically Reflects On The Hidden, Social, And Academic Curriculum, Mathew Arlen Mclean

Graduate Doctoral Dissertations

This dissertation is an auto|ethnography , meaning it places the author's experiences at the center of analysis. The thesis argues that educators from the dominant culture can share the burden of change placed on students of color by critically reflecting on their positionality--or the way they socially construct their understanding of who they are in the world and therefore their relationship to educational structures and school actors. The analysis focuses on the author's transition from suburban to urban teaching and how this experience, combined with a broadening of theoretical perspectives, increased his criticality and, therefore, ability to re-conceptualize his …