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K-12 Economically Disadvantaged Students, Poverty, and Education: Ecological Narratives of Successful Raised-In-Poverty, Texas Educators

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K-12 Economically Disadvantaged Students, Poverty, and Education: Ecological Narratives of Successful Raised-In-Poverty, Texas Educators Stephen F. Austin State University SFA ScholarWorks Electronic Theses and Dissertations 5-2021 K-12 Economically Disadvantaged Students, Poverty, and Education: Ecological Narratives of Successful Raised-In-Poverty, Texas Educators Rebecca N. Morris Stephen F. Austin State University, [email protected] Follow this and additional works at: https://scholarworks.sfasu.edu/etds Part of the Bilingual, Multilingual, and Multicultural Education Commons, Counseling Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Education Economics Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Health and Physical Education Commons, Language and Literacy Education Commons, Other Education Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education and Teaching Commons, Social Justice Commons, Special Education and Teaching Commons, and the Student Counseling and Personnel Services Commons Tell us how this article helped you. Repository Citation Morris, Rebecca N., "K-12 Economically Disadvantaged Students, Poverty, and Education: Ecological Narratives of Successful Raised-In-Poverty, Texas Educators" (2021). Electronic Theses and Dissertations. 360. https://scholarworks.sfasu.edu/etds/360 This Dissertation is brought to you for free and open access by SFA ScholarWorks. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of SFA ScholarWorks. For more information, please contact [email protected]. K-12 Economically Disadvantaged Students, Poverty, and Education: Ecological Narratives of Successful Raised-In-Poverty, Texas Educators Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. This dissertation is available at SFA ScholarWorks: https://scholarworks.sfasu.edu/etds/360 Flyleaf (the blank page for protection in binding) K-12 ECONOMICALLY DISADVANTAGED STUDENTS, POVERTY, AND EDUCATION: ECOLOGICAL NARRATIVES OF SUCCESSFUL, RAISED-IN- POVERTY, TEXAS EDUCATORS by Rebecca Morris, B.S., M.Ed. Presented to the Faculty of the Graduate School Stephen F. Austin State University In Partial Fulfillment of the Requirements For the Degree of Doctor of Education STEPHEN F. AUSTIN STATE UNIVERSITY (May 2021) K-12 ECONOMICALLY DISADVANTAGED STUDENTS, POVERTY, AND EDUCATION: ECOLOGICAL NARRATIVES OF SUCCESSFUL, RAISED-IN- POVERTY, TEXAS EDUCATORS by Rebecca Morris, B.S., M.Ed. APPROVED: _________________________________________ Ali Hachem, Ph.D., Dissertation Chair _________________________________________ Freddie L. Avant, Ph.D., Committee Member _________________________________________ Patrick M. Jenlink, Ed.D., Committee Member _________________________________________ Brian Uriegas, Ed.D., Committee Member _________________________________________ Luis E. Aguerrevere, Ph.D., Chair, Department of Human Services and Educational Leadership ___________________________________________ Pauline M. Sampson, Ph.D., Dean of Research and Graduate Studies ABSTRACT This research study aimed to understand how successful Texas educators who grew up in poverty understood and improved the educational experience of economically disadvantaged students. This study utilized a structural ecological theory and three theories of social relationships (Social Identity, Standpoint, and Cultural Capital). This phenomenological and qualitative study used a cross-sectional, descriptive, online case study design rooted in narrative nonfiction. Virtual interviews with six successful Texas educators that grew up in poverty were conducted. A narrative method of analysis was utilized to generate codes then organize them into themes, and to construct and compare the narrative findings. The results of the study demonstrated that poverty has many adverse effects resulting in both out-of-school and in-school challenges for children. These challenges crossed 11 dimensions. This study reported coping mechanisms that were exhibited by the students and their stakeholders. Controlling themes across each participant’s narrative were isolated and discussed. iii ACKNOWLEDGEMENTS I want to begin by thanking my family for encouraging me throughout my pursuit of obtaining my terminal degree. I love you all very much and would have never made it this far without your love and support. My husband, Robert, and my children, Amanda, Jonathan, and Christopher were my much-needed encouragement along the way. I am also thankful for my beautiful grandchildren, Matilyn and Kaleb, for reminding me at times to stop studying and enjoy sweet snuggles with them. A special thanks to Dr. Ali Hachem, my chair. Thank you so much for patiently leading me through this process. I am positive that this would have been impossible without the encouragement and guidance you provided. Thank you to my entire committee, Dr. Avant, Dr. Jenlink, and Dr. Uriegas, for your guidance. Cohort 21, thanks for the laughs and encouragement throughout these last few years. I want to thank the many teachers I had throughout my educational experience that reminded me often that I could do whatever I put my mind to. You inspired me to become an educator and pass that message on to my students. Last, I want to thank the educators who shared their stories in this dissertation. Your words are powerful and will hopefully help many children in years to come. iv DEDICATION To my kids and grandkids, I hope you always pursue your dreams. v TABLE OF CONTENTS Page ABSTRACT ....................................................................................................................... iii ACKNOWLEDGEMENTS ............................................................................................... iv DEDICATION .....................................................................................................................v LIST OF FIGURES .............................................................................................................x LIST OF TABLES ............................................................................................................. xi I. INTRODUCTION TO THE STUDY ......................................................................1 Introduction ........................................................................................................1 Background of the Problem ...............................................................................1 Problem Statement ...........................................................................................21 Purpose Statement ............................................................................................21 Research Questions ..........................................................................................21 Significance of the Research ............................................................................22 Assumptions .....................................................................................................22 Limitations .......................................................................................................23 Delimitations ....................................................................................................24 Definition of Terms..........................................................................................24 Summary ..........................................................................................................27 Organization of the Study ................................................................................28 vi II. LITERATURE REVIEW ......................................................................................29 Introduction ......................................................................................................29 Challenges Economically Disadvantaged (ED) Children Face in Culture ......29 Challenges Economically Disadvantaged Children Face in School ................54 Stakeholders That Can Support ED Students ..................................................67 ED Stakeholders That Can Support ED Students ............................................78 Structural/Ecological Theory of Poverty .........................................................89 Theory of the Problem .....................................................................................94 Theory of the Relationship...............................................................................98 Significance of the Study ...............................................................................101 Summary ........................................................................................................107 III. METHODOLOGY ................................................................................................109 Introduction ....................................................................................................109 Research Problem Statement .........................................................................109 Research Purpose Statement ..........................................................................110
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