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Dissertation
Sideline Voices
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2012
Abstract
This study employed qualitative research methods to explore the educational experiences of low-income Black male students. All students were current or former participants in a precollege program located on a community college campus. Participants in the study were encouraged to share their experiences in the classroom. Educational equity components (access, instruction, materials, attitudes, interactions, language, and assessment) were used to extract students' perspectives about equity in the classroom. Students' responses were communicated through classroom observation surveys, semistructured individual interviews, and reflective journaling to capture the students' perspectives about equity as related to their educational opportunities. All educational experiences were associated with each of the equity components, placed in a quadrant chart, and further classified as inequitable or equitable with noted recommendations, thoughts, and observations. The findings indicated that students' educational experiences in the classroom may be categorized as equitable for positive experiences or inequitable for negative experiences.
Details
- Title
- Sideline Voices
- Resource Type
- Dissertation
- Contributors
- Joyce C. Nichols (Committee Member)Patricia J Wentz (Committee Member) - University of West Florida, School of EducationJanet K. Pilcher (Committee Chair)
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 170
- Copyright
- © 2012 Joyce Ann Dallas
- Identifiers
- 99380090856706600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida