Browsing by Subject "students of color"
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Item A critical policy analysis: the impact of zero tolerance on out-of-school suspensions and expulsions of students of color in the state of Texas by gender and school level(2009-05-15) Sullivan, Earnestyne LaShonneThis study focused on the disciplining actions given to students of color after the implementation of the zero tolerance (ZT) policy in Texas? schools. Out-of-school suspension and expulsion data were analyzed to depict trends and/or patterns across school levels as well as gender and race/ethnicity. More specifically, the disciplinary action of 34,047 elementary, middle and high school students of color suspended out-of-school and expelled in Texas? public schools during the1999-2000 and 2002-2003 academic school years were statistically analyzed then evaluated via specific tenets of critical race theory (CRT). A critical policy analysis, as defined by the researcher, was discussed using the results of the data analysis. In addition, the predictive power of the variables school level, gender and race/ethnicity on the disciplinary action given to students of color were analyzed during the school terms under study. The most statistically significant finding of the study was the influence of ethnicity on out-of-school suspension and expulsion rates of students of color in the State of Texas after the implementation of the policy known as ZT during the selected school terms. Furthermore, of the students enrolled in public schools in Texas during the 1999-2000 and 2002-2003 school years, African-American students comprised 14.3 and 14.4 percent of the population; yet, they received more than one-third of all disciplining actions, second to European Americans who comprised 43 and 40 percent of the enrolled population. When compared to other students of color, African-American students received 53.6 and 53.9 percent of the out-of-school suspensions and 64.3 and 65.1 of the expulsions. Even though the data presented were aligned with previous research studies, the view of disciplinary actions for students of color from a critical race theory (CRT) lens highlights the deficiencies outlined via a critical policy analysis of the ZT policy as it is used to fortify the safety of schools.Item High School Dropout: Perceptions and Voices of African American and Hispanic Students(2011-08-08) Baker, WandaThe purpose of this study was to investigate the perceptions of African American and Hispanic students who dropped out of school while exploring their schooling experiences and the factors they believe contributed to their decision to drop out. The case study approach was used in an effort to capture the informants? voices and the meanings they hold as students of color about the experience of dropping out. The findings from this study will contribute to the existing body of literature by contextualizing a student of color?s choice to dropout of school. The informants in this study were members of a large, diverse suburban high school, in a large school district in Southeast Texas. The 12 informants were purposefully selected resulting in seven Hispanic, five African American, seven female, and five male dropout students. A one-on-one interview with the informants generated data for this study. Additional data consisted of observations made by the researcher as a school administrator at the last school the informants attended and by prior knowledge about some of the informants from school records. The interpretational analysis process selected was based on Glaser and Strauss? constant comparative approach to analysis. The constant comparative data analysis generated three major themes of the factors that informants attributed to dropping out of school: (1) challenging home situations, (2) personal realities, and (3) school related factors that reflected a lack of support systems. The theoretical framework that grounded this study was based on Mehan?s Contextual Factors Surrounding Hispanic Dropouts. His construct suggested that for students of color dropping out was a function of social reproduction and deficit thinking. He further asserted that such outcomes were a result of school factors controlled and institutionalized by schools. However, contrary to Mahen?s theory, my informants noted challenging home situations as the primary consideration in their decision to drop out. My findings, based on the context of the Horizon High School, suggest that while the school as an institution is not responsible or accountable for the family factors that contribute to students? decision to drop out, it can provide systems of support for students to assist them in overcoming the causes outside of the school walls that contribute to their decision to leave.Item Opening the Pipeline for Science, Technology, Engineering, and Mathematics Health Education: Perceptions of Teacher Preparatory Program Participants(2013-10-15) Bentley, Kimberly MarieIt is undeniably obvious that the United States has fallen behind many other industrialized countries in terms of STEM education of its citizenry. While many explanations, rationales, and solutions have been offered in the pursuit of resolution, along with a litany of research into the topic, little research has examined the preconceived notions or perceptions of pre-service teachers; especially of those who have committed to working in high-need schools/districts and with a diverse student population. The purpose of this research study was to examine how the perceptions of new teachers dictated their teaching styles and potential effectiveness related to understanding and dealing with the unique needs of students of color in high-needs schools. With the understanding that these perceptions play a role in the disproportionate representation of people of color in STEM majors and fields. Understanding that perceptions play a role in overall academic success was the primary premise of this study, and that it is vital to understand the perceptions of teachers who are obligated to teach the most underrepresented students in the most underserved academic settings. This research study serves as a foundational beginning to the concept of that teacher perceptions have a direct affect on their attitudes toward teaching, communicating, and developing strategies to equip and empower students of color in STEM education can improve the experience for both students and teachers.Item School-Wide Positive Behavior Support Implementation as it Relates to Referral Reduction among Students of Color in an In-school Suspension Program: Perceptions of Key Stakeholders(2012-07-16) Long, RobertThe purpose of this qualitative study was to examine a problem of practice present in an actual school district. The study examined School-Wide Positive Behavior Support Implementation as it relates to the recidivism rates of students of color in the in-school suspension setting. Over the course of one school year, the perceptions of seven middle school teachers, three parents, and two administrators were explored in a suburban middle school in Southeast Texas. Although In-school suspension programs exist in every American public school to some degree, little research has been done in regards to the academic outcomes associated with those who are frequently placed in this campus based disciplinary alternative educational placement. In many of these "placement" many of the students assigned are not afforded access to instructional materials, supplies, or a certified teacher. Since the enactment of the federal No Child Left Behind Act (2001), the achievement gap has been discussed and studied. However, few studies have been done to understand how the current practices in in-school suspension contribute to the achievement gap specifically among students of color. This study examined key stakeholder's perceptions of School-Wide Positive Behavior Supports, and In-school suspension as a vehicle for referral reduction and removal of middle school students from their academic setting. The participants were "key-stakeholder" parents, teachers, and administrators who educate students at Caden Middle School. Findings from this problem of practice indicated that not only was the campus not imploring consistent practices and interventions related to and promoted by the SWPBS system in the in-school suspension setting, many of the staff members teachers and administrators alike did not adhere to the philosophical tenants of the SWPBS within the general classroom setting. The research presented in the record of study, identified gaps in both perceptions and understanding among key stakeholders in regards both in-school suspension and the school-wide positive behavior support systems at Caden Middle School. Results of this from this problem of practice found a severe disconnect in understanding the purpose and rationale of SWPBS among the administrators, teachers, and parents that participated in this study. Furthermore, the variance in the "self-sense making" done by each of the stakeholder groups after campus leadership failed to communicate, support, and sustain district expectations for program implementation with fidelity. Initiatives implemented through the investigation of the questions related to this problem of practice assisted in providing relevant professional development to re-solicit teacher and staff buy-in, prioritization of organization goals, and engaging teacher leadership to re-implement SWPBS to countermand system practices that were contrary to the district's original expectations.