Education Commons^™

The Digital Divide Through The Lens Of Critical Race Theory: The Digitally Denied, Stacy Gee Hollins

Dissertations

The purpose of this qualitative research study was to examine African American community college students’ availability to technological resources and how that availability affects their success. In this study, technological resources include access to the internet, software, hardware, technology training, technology support, and community resources. This study included six community college professors and six African American community college students enrolled in a Midwest community college. A major tenet of Critical Race Theory, storytelling, was used to give voice to students who lack sufficient access to technological resources referred to as the digitally denied. Data from this study can create an …

Experiences Of African American Female First Generation College Students, Ashley Green

Dissertations

The purpose of this qualitative phenomenology study was to gain a better understanding of the experiences of African American, female, first generation college students attending a large, predominantly White research university and to understand what motivates them. The major research question guiding this study was: How do African American, female, first generation college students (in good academic standing) describe their college experience? The researcher asked the participants to discuss their challenges, how they responded to challenges, sources of motivation, and factors that contributed to their success in college.

Through individual, face to face, interviews with 10 African American, female, FGC …

Good To Great: A Case Study Of An African American Literacy Coordinator’S Role In Transitioning A School From Dependence On A Scripted Reading Program To Balanced Literacy, Kimberly A. Chase

Dissertations

This study considers the change process and the impact of race on the implementation process as a Literacy Coordinator transitioned an elementary school from Open Court to balanced literacy. A retroactive case study was used to examine the Literacy Coordinator’s actions and decisions, teachers’ perspectives, and the effects of race on the implementation. Findings suggested that the roles of the Literacy Coordinator involved duties that pull from the specific responsibilities of a reading specialist, literacy coach, reading educator, and an administrator. Furthermore, teachers reported a change in their practices and beliefs due to participation in the implementation process. Finally, findings …