White male secondary science teachers, African American urban students, and culturally responsive pedagogy
LaTasha Diane Jones, The University of North Carolina at Charlotte, United States
The University of North Carolina at Charlotte . Awarded
The purpose of this study is to examine the success of white male secondary science teachers with African American urban students. This research study is a case study with elements of narrative analysis. These practices of qualitative data collection include observations, interviews, documents, and written journal responses in a large, urban school district found within the Southeastern region of the United States. This study also addresses (1) the achievement gap between African American students and their white counterparts and (2) the disproportionate percentage of white teachers to nonwhite students. Through this type of exploration other educators can implement a culture of achievement through power-sharing that can ultimately close the urban schools' achievement gap. This study also provides a vital foundation for further research studies.
Jones, L.D. White male secondary science teachers, African American urban students, and culturally responsive pedagogy. Ph.D. thesis, The University of North Carolina at Charlotte.
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