Education Commons^™

Strategies Teachers Implement That Support Mixed-Race Students In Schools In Rural Southeast Texas, Tara Michelle Marshall

Electronic Theses and Dissertations

The purpose of this qualitative case study was to describe strategies middle-school teachers implement that support mixed-race students in rural southeast Texas schools. This study is framed conceptually utilizing culturally responsive pedagogy and social emotional learning. Seven middle-school teachers were interviewed and provided artifacts to support the interviews. The primary findings identified strategies for teachers to examine their biases, intentionally plan social emotional lessons, remain open-minded and nonjudgmental, and engage in authentic professional development. Using equitable language, learning cultural norms, and being transparent to build trust with students are strategies teachers were implementing regarding equity. Supporting student organizations and identifying …

A Study Of Black Teachers’ Perceptions Of The Academic Achievement Of Black Male Students In Elementary Schools In Rural Georgia, Marshall F. Aker

Electronic Theses and Dissertations

Presently, numerous research studies, articles and reports have shown troubling outcomes regarding the education of Black male students in the United States (Darensbourg, Perez, & Blake, 2010; Lewis, Simon, Uzzell, Horwitz, & Casserly, 2010; Prager, 2011). The performance of Black males on national achievement assessments is lower in comparison to the performance of most other subgroups. The high school graduation rate for Black males in the United States is below most other ethnic subgroups (Schotts Foundation, 2015). Although various strategies are often implemented at the national, state, and local level in attempts to address achievement disparities, these efforts have not …

Young, Gifted, Black, And Blocked: A Critical Inquiry Of Barriers That Hinder Black Students' Participation In Gifted And Advanced Placement Programs, Elizabeth Anne Evans

Electronic Theses and Dissertations

This inquiry explores the underrepresentation of Black students in the Gifted and Advanced Placement (AP) Program from the perspective of the student. This study focused primarily on the barriers students perceived that hindered their participation. In addition, I explored the role teachers and guidance counselors play in Black students’ decisions to enroll or drop out of AP classes, and how the history and institution of gifted educations has aid and excluded Black students. Five Black high school students, four male, and one female, were interviewed.

Theoretically, my study was grounded in two distinct inquiries; Critical Theory (Kincheloe & McLaren, 2008) …