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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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| 2 |
Fifty Definitions of English Learner: A Proposed Solution to Inconsistent State-by-State Systems in the United States for Classifying Students Who Speak English as a Second Language
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In: Educational Considerations (2022)
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| 3 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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| 4 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 5 |
The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
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In: Theses and Dissertations--Education Sciences (2022)
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| 6 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 7 |
Observación Participante de Clases Virtuales Bilingües en K-2 Durante Covid-19
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In: World Languages and Cultures (2021)
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| 8 |
Social Justice in the Language Classroom Series: Argentina
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In: Early College Folio (2021)
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| 9 |
Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
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In: All Antioch University Dissertations & Theses (2021)
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Abstract:
Research and scholarship in multicultural education has consistently affirmed that as a result of the long standing racial academic achievement gap and the current teaching force not reflecting the changing demographics of students in the United States, students of color continue to be deprived from having teachers who look like them and who may bring similar life, social, and cultural experiences that can increase the value they place on academics. The purpose of this study was to explore the lived experiences of teachers of color and how they perceive their identity as significant and meaningful to their profession and its influential impact on the academic success of students of color. It is the role-model premise that students can benefit from seeing teachers with similar racial/ethnic background in a position of authority in school. This research was grounded on the depth that qualitative inquiry brings to the field of education and was critical to the ongoing thematic interpretation of teachers of colors’ often preconceived views of identity. Findings were extracted from 14 teachers of color participants who were engaged in a reflective process that revealed emerging themes from their individual and common perceptions and experiences. This study affirms that teachers of color are vital in the education system and as anticipated, their reflective narratives each produced a landscape of stories that brought meaning into their different backgrounds, personal stories, challenges, belief system, and career that surfaced their initial motivation for entering the teaching profession. This study is also embedded within a framework that draws particularly from two theoretical lenses; identity theory and identity construction theory. Employing identity studies to teachers is an extension of ways in which theoretical views intersects with teachers’ lives, experiences and perceptions of their role and educational practices. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).
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Keyword:
achievement gap; African American Studies; American Studies; and Multicultural Education; and Research; Bilingual; bridging identity; Education; Educational Assessment; Educational Leadership; Educational Methods; Elementary Education; Ethnic Studies; Evaluation; first-order narratives; Higher Education; Latina/o Studies; Leadership Studies; minority teachers of color; Multilingual; Pacific Islanders; racism in education; role models; Secondary Education; students of color; teacher identity; vision gap
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URL: https://aura.antioch.edu/cgi/viewcontent.cgi?article=1741&context=etds
https://aura.antioch.edu/etds/729
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| 10 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 11 |
Building Support Systems for High School English Language Learners: A Developmental Program Evaluation
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In: Dissertations (2021)
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| 12 |
Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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| 13 |
Digital representation for assessment of spoken EFL at university level: A case study in Vietnam
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Vu, Thi Bich Hiep. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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| 14 |
Aviation English Assessment and Training
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In: Publications (2021)
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| 15 |
Latino Family Engagement in a Network of Catholic Bilingual Schools
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In: Journal of Catholic Education (2021)
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| 16 |
Leveraging Equity and Excellence for English Learners: An Annotated Bibliography
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In: Annotated Bibliographies (2021)
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| 17 |
Equity Leadership for English Learners During COVID–19: Early Lessons
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In: Academic Journal Articles (2021)
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| 18 |
Equity Leadership for English Learners During COVID–19: Early Lessons
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In: Professional Journal Articles (2021)
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| 19 |
Standardized Test and the Covid-19 Pandemic: A Phenomenological Multi-Site Case Study of Singapore and Southern Nevada within a Culturally Responsive Evaluation Framework
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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| 20 |
The Policy Feedback Loop: Exploring English Learner (EL) Policy, Policy Implementation, and the Relationship between Policy, Research, and Practice
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In: Doctoral Dissertations (2021)
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