Bilingual, Multilingual, and Multicultural Education Commons^™

More Than Just Checking A Box: Teachers' Experiences Of Transformation In Equity-Focused Professional Learning, Melissa E. Moxley

Education Doctorate Dissertations

Pennsylvania has the largest disparity between student and faculty demographics. In fact, over half of Pennsylvania schools employ zero teachers of color. As student demographics change and teacher demographics remain the same, there is an ever-increasing need to train in-service teachers on diversity, equity, and inclusion tenets. Training teachers to be culturally competent requires them to alter their understandings in a transformational way. Often, cash-strapped districts attempt to produce training sessions in-house, developed by administrators who may have little training in the area themselves. This leads to professional learning that is left in the conference room once teachers leave. Research …

Write The Book! How To Share Research And Promising Practices To Support Underserved Students, Douglas Rife

National Youth Advocacy and Resilience Conference

The needs of our students have grown exponentially in the last two years. Educators, community services and care givers are at a loss to support all of the academic, physical and emotional challenges our students are facing. Learn tips and processes for writing a book to share your research, experience and solutions to ensure the happiness and success of ALL students.

How Do They See Me? Examining The Experiences Of Faculty In The Context Of Classroom Whiteness Factors, Papia Bawa, Diantha Watts Dr.

Journal of Research Initiatives

Today polarized attitudes and aptitudes have created a subtle but steady paradigm shift in the way equity, diversity, and inclusivity (EDI) issues are seen by stakeholders. As a result, focusing on critical aspects of equity relationships and the fallout from discriminatory attitudes towards marginalized groups has become ever more needed. While diversity issues exist in all societal, professional, and personal realms, its impact within educational institutions is perhaps the most deeply profound. This Hermeneutic Phenomenology study examines the experiences of six higher education faculty who teach predominantly white student classrooms to identify issues and recommendations with respect to their relationship …

Science, Technology, Engineering, And Mathematics (Stem) Project-Based Learning (Pbl) Education: A New Mexico Case Study For Equity And Inclusion, Kimberly A. Scheerer

Teacher Education, Educational Leadership & Policy ETDs

This research addresses how student participation in Science, Technology, Engineering, and Mathematics (STEM) project-based learning (PBL) education activities encourages underrepresented minority student achievement in STEM career field trajectories. Seven New Mexico high school counselors and 12 STEM organization personnel were interviewed during this study. Their responses represent the nuanced professional voices where New Mexico public education intersects with STEM student interest and cultural influence.

For students, STEM PBL can foster deep integration across educational disciplines and enhance STEM career trajectory interest and readiness. STEM education converged with PBL methodologies has the ability to leverage community support while broadening student networks. …

Writing Through Whiteness: Utilizing Personal Narratives To Strengthen The Racial Competency Of White Teachers, Paul F. Walsh

Education Doctorate Dissertations

While the student population in the United States is becoming increasingly diverse, the teaching force is still White-dominant by a large margin. In the 2017-2018 school year, 79% of public-school teachers in the United States were White and non-Hispanic (National Center for Education Statistics). This White-dominant population of teachers is tasked with educating increasing numbers of students of color from diverse backgrounds. With this charge should come the necessity for White teachers to critically consider the complex ways that whiteness characterizes the American education system and their ways of teaching. White teachers cannot navigate issues of race in their schools …

Making The Invisible Visible: Redefining Giftedness To Include Ell Students’ Community Cultural Wealth And Funds Of Knowledge, Molly I. Pargas

Electronic Theses and Dissertations

This study used improvement science methods to investigate a problem of practice surrounding the underrepresentation of ELL students in GT programming. This research addressed how teachers define giftedness using their underlying knowledge frameworks. The researcher conducted empathy interviews with parents of ELL students and a team of teachers to determine what the underlying issues are regarding the underrepresentation of ELL students in GT. The parent empathy interviews were coded using the combined conceptual framework of community cultural wealth (Yosso, 2005) and funds of knowledge (Moll et al, 1992). Through this process the types of capital and funds of knowledge were …

Building Support Systems For High School English Language Learners: A Developmental Program Evaluation, Manuel Ferreras

Dissertations

The graduation rate of English Language Learners (ELL) is lagging behind the general school population graduation rate. The purpose of this study is to address the needs of ELL students for improving the graduation rate of ELL students. The context of this inquiry is a high school with a large ELL population located in one of the state’s largest school districts. My study demonstrates outcomes of a lack of a shared vision and attention by the school administrators on addressing the needs of ELL students, ineffective remediation strategies and tools used to guide ELL students, and the potential impact high-stakes …

The Potential Impact Of Online Learning On Economically Disadvantaged Students, Anthony M. Tartaglia

Education Doctorate Dissertations

Opportunity gaps have consistently been prevalent in the United States’ education system and that continues today. The struggle to provide economically disadvantaged students the equity necessary to ensure opportunities exist, similar to those present for students of economic advantage, remains a pervasive dilemma for which there are few solutions. As technology continually changes the global marketplace, it is doing the same to education. Educators have an enormous impact on the lives of their students, both in and out of the classroom and through their instruction, there are techniques available to ensure that students remain engaged. One such method is by …

White Racial Framing In The Principalship: Implications For Culturally Responsive School Leadership, Guerin Gray

Educational Leadership and Policy Studies: Doctoral Research Projects

The history of the American educational system is rife with examples of racism and denial of equal access and opportunity to students of color. Despite efforts to close the opportunity gap, inequity remains. In this action research study, I explored my own leadership, utilizing surveys of stakeholders and focus group conversations to gain perspective on how my leadership impacts the school community. I compared these experiences with the tenets of culturally responsive school leadership that is a path toward greater equity. Concurrently, I reflected deeply upon my leadership, enlisting critical colleagues to help uncover ways in which my leadership toward …

Cultural Diversity Professional Development In Schools Survey, Krystal R. Thomas, Hillary Parkhouse, Jesse Senechal, Zoey Lu, Laura Faulcon, Julie Gorlewski, David B. Naff

MERC Publications

This report presents findings from the Metropolitan Educational Research Consortium (MERC) Cultural Diversity Within Schools Survey. This survey was designed for school- based professionals (i.e., teachers, instructional staff, administrators) within the MERC region. Administered in the fall of 2018, the survey collected information about experiences of professional development related to cultural diversity, attitudes toward cultural diversity within schools, perceptions of barriers and opportunities, and perspectives on the need for professional development. Section 1 of the report discusses the context for this survey effort: increased cultural diversity in our schools, increased cultural mismatch between students and teachers, and multicultural education as …

Exploring Appreciative Advising As An Equity Approach For African American Students: A Grounded Theory Study Of Academic Advisors At Predominantly White Institutions (Pwis), Valerie Harper

Electronic Theses and Dissertations

ABSTRACT

EXPLORING APPRECIATIVE ADVISING AS AN EQUITY APPROACH FOR AFRICAN AMERICAN STUDENTS: A GROUNDED THEORY STUDY OF ACADEMIC ADVISORS AT PREDOMINANTLY WHITE INSTITUTIONS (PWIs)

By

Valerie J. Harper

October 28, 2019

Dissertation supervised by Professor Gretchen Givens Generett

African American matriculation into postsecondary education continues to rise, but degree conferral remains low (Hoston, Graves, & Fleming-Randle, 2010). Arguably, Harper and Hurtado’s (2007) research, as far back as 1992, stated black students and other students of color have dealt with alienation, isolation, and stereotyping at PWIs; this continues to persist today (Lee, 2018), which may interrupt the academic success of African …

Teaching For Equity: A Case Study Of Teachers’, Vice Principals’, And Principals’ Perspectives In Three High-Poverty Elementary Schools In Ontario, Canada, Abhilasha Duggal

Electronic Thesis and Dissertation Repository

Elementary students in high-poverty schools have diverse learning needs. Their academic and social learning, in particular, varies between students - especially so for those students from culturally non-dominant backgrounds. In 2009, the Ontario Ministry of Education mandated that all school boards in Ontario develop and implement equity education policies, as specified in Policy/Program Memorandum No. 119: Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools (2009). This dissertation explored the implementation of Ontario’s Equity Strategy in three highpoverty elementary schools within one district school board in Ontario. This exploratory case study investigated the following research questions: 1. How …

Neoliberal Reading Interventions And Student Needs, Mahbuba Hammad

Journal of Critical Issues in Educational Practice

This article discusses reading programs within the context of Neoliberalism and the extent to which they address student needs. The rise of such reading programs in the market economy has come at the expense of placing the burden of reading development solely on the shoulders of students after restricting their academic and personal growth. The article explores how this has been done without any consideration regarding the needs of ethnically and culturally diverse students; and without taking into account the relationship between poverty and educational outcomes. Without a doubt, this has affected the ability of students to think critically about …

What Is Your Social Justice Iq: Leading Social Justice In Higher Education, Janice M. Garnett, Germaine W. Huber

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article describes an experience originating in the College of Education to explore a process for the college’s social justice efforts to lead and guide administration, faculty, and staff in their day-to-day decision-making. This educational process examined in the article was introduced through the College of Education’s Diversity and Inclusion Committee to engage administration, faculty, and staff in using their various perspectives focused on social justice to help them shift the college's current paradigm from understanding to action. The authors incorporated a conceptual framework as the foundation to develop the collaborative process to engage education professionals in gaining a greater …

Scholastic Liberation: Schools' Impact On African American Academic Achievement, Aaron M. Johnson

Language Arts Journal of Michigan

This article addresses some of the factors that contribute to low achievement observed in African American students. It is common that either schools or school districts are unable to fix the problem or they are unaware about how the beliefs and attitudes about African American students can contribute to their low performance in school. Furthermore, this article encourages school institutions to examine themselves and change school environments to align to the identities of African American students. African American students must be liberated from negative assumptions about them and to do that, individuals and the institution of school as a whole, …

Organizational Improvement Plan: Improving Core French Teacher Equity Within A French Immersion School, Angelica Farr

The Dissertation-in-Practice at Western University

My Organizational Improvement Plan examines the systemic inequity between the Core French Program and the French Immersion Program in Ontario secondary schools. Leadership, in the form of Principals, can play a significant role in this issue. Principals who prioritize the equitable distribution of resources and professional development in French Immersion settings may positively impact teacher efficacy; however, in Core French settings, Principals’ realm of priorities often lies in other curriculum areas.

Various researchers, such as Lapkin (2003) and Mady (2010), have looked at the systemic inequity between the two French programs. It has been shown that there is a disproportionate …

Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney

Kathryn Brooks

School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the broader …

Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney

Susan Adams

School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the broader …

Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney

Scholarship and Professional Work – Education

School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the broader …