Community Matters: Teachers' Experiences Working with Black
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Community Matters: Teachers’ Experiences Working with Black Students Living in Central-Jane By Amina Hussien A research paper submitted in conformity with the requirements For the degree of Master of Teaching Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto Copyright by Amina Hussien, April 2017 Abstract Motivated by the lack of research examining the impact of poverty on the educational achievements of Black students within different communities in Toronto, the purpose of this study is to explore how a sample of Toronto educators in high-poverty schools serving high numbers of Black students are working to foster a sense of community within their classroom. The study was conducted using a qualitative research approach, including a review of the relevant literature, as well as the conduction of semi-structured, face-to-face interviews with three teachers teaching within the Central-Jane area for at least one year. Findings revealed that poverty reportedly impacts the educational achievement of Black students in this neighbourhood and that teachers recognize community building as particularly important for Black students due to the marginalization and racism they experience within society. These findings suggest that teacher behaviour may impact how Black students living in poverty engage with school and the curriculum. Information obtained from this study may be beneficial for teachers and administrators in promoting equity within schools. Keywords: community building, Black students, Central-Jane, resilience, poverty ii Acknowledgements I want to begin by thanking my family and friends for their unwavering love, encouragement and support. I cannot imagine doing this without you. I would also like to thank Lee Airton. Your guidance over the last two years and support throughout this research journey is greatly appreciated. I wish to thank the wonderful friends I have made within the MT program, for creating a supportive atmosphere. It was a blessing to have people who truly understood this experience. Your empathy and support over these last two years is incredibly valued. I would also like to acknowledge my research participants, whose words and accounts were truly inspirational, I am honoured to be able to share your insights. Finally, I would like to thank Allah subhanahu wa ta'ala (SWT) for giving me this privilege, words cannot express my gratitude. iii Table of Contents Page Abstract ..........................................................................................................................................i Acknowledgements ......................................................................................................................iii Chapter 1: Introduction ..............................................................................................................1 1.0!Introduction: Research Context and Problem ...............................................................1 1.1!Purpose ..........................................................................................................................3 1.2!Research Questions .......................................................................................................4 1.3 Background of the Researcher ......................................................................................5 1.4 Overview .......................................................................................................................7 Chapter 2: Literature Review ......................................................................................................8 2.0 Introduction ...................................................................................................................8 2.1 Poverty in Canada ….....................................................................................................8 2.1.1 The intersectionality of poverty and race .......................................................8 2.1.2 Impact of poverty on education in Canada ..................................................10 2.1.3 Increased student responsibility as a result of poverty ................................12 2.1.4 “At-risk” classification .................................................................................13 2.2 Resilience in “at-risk” students ...................................................................................14 2.2.1 Teachers’ perceptions of “at-risk” students .................................................15 2.2.2 Student-teacher rapport ................................................................................16 2.2.3 Instructional approaches ..............................................................................18 2.3 Community Building ..................................................................................................20 2.3.1 Classroom community .................................................................................20 2.3.2 The underrepresentation of Black students within the curriculum ..............21 2.4 Conclusion ..................................................................................................................22 Chapter 3: Research Methodology ............................................................................................24 3.0 Introduction..................................................................................................................24 3.1 Research Approach and Procedures ............................................................................24 3.2 Instruments of Data Collection ...................................................................................26 3.3 Participants ..................................................................................................................28 3.3.1 Sampling criteria ..........................................................................................28 3.3.2 Participant recruitment .................................................................................29 3.3.3 Participant biographies .................................................................................30 3.4 Data Analysis ..............................................................................................................31 3.5 Ethical Review Procedures .........................................................................................32 3.6 Methodological Limitations and Strengths .................................................................33 3.7 Conclusion ..................................................................................................................34 Chapter 4: Research Findings ...................................................................................................36 4.0 Introduction .................................................................................................................36 4.1 The Reported Impact of Poverty on the Educational Experiences of Black Students.37 4.1.1 Lack of parental involvement ......................................................................37 4.1.2 Increased student responsibility ...................................................................40 4.2 The Importance of Community Building for Black Students .....................................43 4.2.1 Marginalization and experiences of racism .................................................44 4.2.2 Lack of curriculum representation ...............................................................46 4.2.3 Fostering resilience ......................................................................................48 iv 4.3 Teachers’ Reported Practices of Community Building ..............................................50 4.3.1 Building trust and respect ............................................................................51 4.3.2 Authenticity ..................................................................................................52 4.3.3 Curriculum representation ...........................................................................54 4.4 Conclusion...................................................................................................................57 Chapter 5: Conclusion ...............................................................................................................59 5.0 Introduction .................................................................................................................59 5.1 Overview of key findings and their significance ........................................................59 5.2 Implications .................................................................................................................61 5.2.1 Broad: The educational community .............................................................61 5.2.2 Narrow: My professional identity and practice ...........................................62 5.3 Recommendations ...................................................................................................................63 5.4 Areas for Future Research.......................................................................................................65 5.5 Concluding Comments ............................................................................................................67 References .....................................................................................................................................69 Appendix A: Letter of Consent