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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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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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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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4 |
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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5 |
Latino Family Engagement in a Network of Catholic Bilingual Schools
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In: Journal of Catholic Education (2021)
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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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"The Lady from North Carolina": The Perils and Limitations of External Expertise
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021)
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No.8, July 2020: Examining English Learners’ College Readiness and Postsecondary Enrollment in California
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In: Education and Policy Briefs (2020)
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9 |
The Use of Reading Strategies in Second Language Adult Learners
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In: Electronic Thesis and Dissertation Repository (2020)
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10 |
Bilingual Acculturation Assessment: An Overview of Current Developments
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In: The Nebraska Educator: A Student-Led Journal (2020)
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Implementing College- and Career-Readiness Standards for English Learners (ELs): Challenges, Insights, and Innovations
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In: C-SAIL Publications (2020)
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Interpreting and Dyslexia, How to Cope
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In: Master's of Arts in Interpreting Studies (MAIS) Action Research (2020)
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Developing and Validating Stealth Assessments for an Educational Game to Assess Young Dual Language Immersion Learners' Reading Comprehension
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In: All Graduate Theses and Dissertations (2020)
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14 |
No.7, March 2019: Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion
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In: Education and Policy Briefs (2019)
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15 |
Advances in Global Education and Research: Volume 3
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In: University of South Florida-- M3 Center Publishing (2019)
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Creating Sustainable Support Systems for the Cultural Integration of International Students at a Medium Size Ontario University
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In: The Organizational Improvement Plan at Western University (2019)
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17 |
The Impact of Depression and Anxiety on the Academic Achievement of Foster Youth
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In: Ed.D. Dissertations in Leadership for Educational Justice (2019)
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18 |
The Effect of Two-Way Immersion on Students' Attitudes Toward Education, Other Cultures, and Self-Esteem
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In: Doctoral Dissertations and Projects (2018)
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Undocumented Hispanic Students in Higher Education: A Phenomenology of Students Struggling to Obtain Educational and Career Goals
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In: Doctoral Dissertations and Projects (2018)
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20 |
A Phenomenological Study Examining the Journey of Identity Development for Internationally Adopted Adolescents in the United States
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In: Doctoral Dissertations and Projects (2018)
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