DOCSLIB.ORG

Utilizing Black Protest Thought to Examine African American Males' Identity Development and Academic Success in the Rural U.S

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Utilizing Black Protest Thought to Examine African American Males' Identity Development and Academic Success in the Rural U.S Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Fall 2016 The Muzzled Hope: Utilizing Black Protest Thought to Examine African American Males' Identity Development and Academic Success in the Rural U.S. South Latoya D. Jenkins Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Part of the Curriculum and Social Inquiry Commons Recommended Citation Jenkins, Latoya D., "The Muzzled Hope: Utilizing Black Protest Thought to Examine African American Males' Identity Development and Academic Success in the Rural U.S. South" (2016). Electronic Theses and Dissertations. 1510. https://digitalcommons.georgiasouthern.edu/etd/1510 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. THE MUZZLED HOPE: UTILIZING BLACK PROTEST THOUGHT TO EXAMINE AFRICAN AMERICAN MALES’ IDENTITY DEVELOPMENT AND ACADEMIC SUCCESS IN THE RURAL U.S. SOUTH by LATOYA D. JENKINS (Under the Direction of Delores Liston) ABSTRACT The problems faced by African American males in the United States is often the result of misconstrued images and stereotypes that present this segment of the population in a distasteful manner. If one chimes in to various circuits of popular culture, glances over the latest headlines of newspapers, and/or listens to the confluent lyrics of hip hop that, eloquently, bridges life struggles with melodic hooks to expose the oppression faced by people of color, one thing becomes apparent: Social progression is dependent upon society’s ability to magnify, listen to, and incorporate the voices of marginalized groups. With the majority of educational research, in relation to African American males, focusing on the abandonment of Black boys in public schools and their lack of academic achievement, little attention has been given to the factors that promote success amongst this segment of the population. Utilizing Black Protest Thought (Watkins, 2005) as the theoretical framework in conjunction with qualitative methodology, the researcher deconstructed the existing stereotypes of African Americans by presenting counter-narratives of three African American males who have achieved academic success (which is defined as obtaining a doctoral degree). Demographic surveys were administered to gain insight on participants’ household composition, socioeconomic status, educational history, and parents’ educational attainment. Moreover, semi-structured interviews were conducted to address one central question: How do African American males experience educational success despite issues associated with race and racism? Although findings of the study mirror some of the existing literature, this work contributes to the discourse of education in significant ways. Identified themes derived from the study that influenced the academic success and identity development of African American males are as follows: a high level of self-esteem; the adaptation of the prove them wrong syndrome; the development and adherence to spirituality; understanding education’s utilitarian value; participation in extracurricular activities; the prevalence of family support; and the presence of strong community mentors. INDEX WORDS: African American males, Academic success, Male identity, Resilience THE MUZZLED HOPE: UTILIZING BLACK PROTEST THOUGHT TO EXAMINE AFRICAN AMERICAN MALES’ IDENTITY DEVELOPMENT AND ACADEMIC SUCCESS IN THE RURAL U.S. SOUTH by LATOYA D. JENKINS B.A., The University of Georgia, 2006 M.A.S.S., Georgia Southern University, 2008 A Dissertation Submitted to the Graduate Faculty of Georgia Southern University in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION STATESBORO, GEORGIA © 2016 LATOYA D. JENKINS All Rights Reserved 1 THE MUZZLED HOPE: UTILIZING BLACK PROTEST THOUGHT TO EXAMINE AFRICAN AMERICAN MALES’ IDENTITY DEVELOPMENT AND ACADEMIC SUCCESS IN THE RURAL U.S. SOUTH by LATOYA D. JENKINS Major Professor: Delores Liston Committee: Ming Fang He Sabrina Ross Eric Hall Electronic Version Approved: December 2016 2 DEDICATION This work is dedicated to Alana Elise—my “beautiful oath of God”. Thank you for reigniting my desire to explore this world through a new lens. 3 ACKNOWLEDGMENTS To whom much is given, much is required (Luke, 12:48) First, I would like to thank my Lord and Savior, Jesus Christ. For I know that it is through Him that all things are possible. I would like to thank my parents (Peggy and Willie), sister (Kimberly), and Cedric— Your words of encouragement as well as your willingness to be a sounding board and a constant source of support have been invaluable in my pursuit of fulfilling God’s purpose for my life. To my dear grandmother, Mary Lois—Thank you for encouraging me to go against the grain and follow my heart in all I do. Mr. Werd—Thank you for your insightful eye. It was (and is) greatly appreciated! To the participants of this study—I thank you from the bottom of my heart. Your stories and exhibition of resilience are invaluable. Finally, I would like to thank Dr. Delores Liston, my chair, Dr. Sabrina Ross, Dr. Ming Fang He, and Dr. Eric Hall for your endless encouragement and guidance. It was truly an honor to have such a wonderful group of intellectuals by my side during this endeavor! 4 TABLE OF CONTENTS DEDICATION .............................................................................................................. 2 ACKNOWLEDGMENTS ............................................................................................. 3 LIST OF TABLES ........................................................................................................ 7 CHAPTER I. AFRICAN AMERICANS: THE UNITED STATES’ PERMAMNENT SECOND CLASS AND ITS IMPLICATIONS ON AFRICAN AMERICAN MALES “The Land of Opportunity” ...................................................................8 Raising Critical Consciousness ...........................................................14 Coming Where I Come From ..............................................................16 My Brothers’ Keeper—Autobiographical Roots ................................21 I’m Black and I’m Proud .....................................................................23 Forging the Path to Success ................................................................ 28 II. THE CREATION OF AN ILLUSION: RACE AND THE IDENTITY FORMATION OF AFRICAN AMERICAN MALES The Myth of Race and Its Correlation to Intelligence .........................30 The Role of Education in the United States .........................................36 The Predicament of the Black Male in Education ...............................44 Promoting Academic Achievement among African Americans ..........48 From Illusion to Disillusion .................................................................59 III. INTERWINING BLACK PROTEST THOUGHT AND CRITICAL NARRATIVE INQUIRY TO INVESTIGATE AFRICAN AMERICAN MALES’ ACADEMIC SUCCESS Education as Politics ............................................................................61 Filling the Void ....................................................................................62 Qualitative Research as a Means to Uncovering Resilience ................63 5 Research Site and Participant Selection ...............................................67 Critical Narrative Inquiry and Data Collection ....................................70 Data Analysis .......................................................................................71 A Charge for Social Justice..................................................................72 Limitations of the Study.......................................................................73 Uncovering Patterns of the Self ...........................................................73 IV. UNLEASHING THE MUZZLED HOPE: PRESENTING THE SILENCED STORIES OF AFRICAN AMERICAN MALES’ ACADEMIC SUCCESS AND RESILIENCE Introduction ..........................................................................................75 Demographics of the Home Front........................................................76 We Shall Overcome: Black Male Counter-Narratives.........................83 Jamison ....................................................................................83 William .....................................................................................95 Harper ....................................................................................106 Unleashing the Muzzled Hope .......................................................... 117 V. TRANSCENDING BOUNDARIES: A REFLECTION OF EDUCATIONAL EXPERIENCES AND FUTURE CONTRIBUTIONS TO THE FIELD Overview of Study .............................................................................121 Research Questions Analysis .............................................................123 Discussion of Findings .......................................................................142 Integration: A Dream Deferred ..........................................................145 Implications........................................................................................146 Recommendations for Future Research .............................................148
Load more

Recommended publications
  • Developing a Culture-Centered History Curriculum
    KNOW YOUR HISTORY: DEVELOPING A CULTURE-CENTERED HISTORY CURRICULUM Lisa Marie Daniels B.A., San Francisco State University, San Francisco, 2004 PROJECT Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in EDUCATION (Multicultural Education) at CALIFORNIA STATE UNIVERSITY, SACRAMENTO FALL 2010 © 2010 Lisa Marie Daniels ALL RIGHTS RESERVED ii KNOW YOUR HISTORY: DEVELOPING A CULTURE-CENTERED HISTORY CURRICULUM A Project By Lisa Marie Daniels Approved by: __________________________________________, Committee Chair Forrest Davis, Ph.D. ______________________________________ Date iii Student: Lisa Marie Daniels I certify that this student has met the requirements for format contained in the University format manual, and that this project is suitable for shelving in the Library and credit is to be awarded for the Project. _______________________________, Graduate Coordinator Date:_______________ Maria Mejorado, Ph.D. Department of Bilingual/Multicultural Education iv Abstract of KNOW YOUR HISTORY: DEVELOPING A CULTURE-CENTERED HISTORY CURRICULUM by Lisa Marie Daniels Statement of Problem - The absence of African-American history from the standard curriculum has created a disconnection with African-American’s identity, culture and heritage, and continues to be an important issue in education. The study of African American history indicates that the American ethnic populations were deliberately divided for exploitation and specifically for economic gain. Proponents of African American history believe it will promote cultural identity, develop self-esteem, and correct many of the myths supported by the Eurocentric curriculum. The teaching methodologies of African American history in secondary grades (7-12) are inequitable and need a different strategy to empower students. African American students feel alienated because their culture is underrepresented in school curriculum.
    [Show full text]
  • An Analysis of Low-Income Black Students and Educational Outcomes
    City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 2-2015 What's "Black" Got to Do With It: An Analysis of Low-Income Black Students and Educational Outcomes Derrick E. Griffith Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/568 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] WHAT’S “BLACK” GOT TO DO WITH IT? AN ANALYSIS OF LOW-INCOME BLACK STUDENTS AND EDUCATIONAL OUTCOMES by DERRICK EUGENE GRIFFITH A dissertation submitted to the Graduate Faculty in Urban Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York (2015) © 2015 Derrick E. Griffith All Rights Reserved ii This manuscript has been read and accepted by the graduate Faculty in Urban Education in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Juan Battle ________________________ _________________________ Date Chair of Examining Committee Anthony Picciano _________________________ _________________________ Date Executive Officer Anthony Picciano Nicholas Michelli Supervisory Committee THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT WHAT’S “BLACK” GOT TO DO WITH IT? AN ANALYSIS OF LOW-INCOME BLACK STUDENTS AND EDUCATIONAL OUTCOMES by Derrick Eugene Griffith Adviser: Professor Juan Battle Well-known social scientist William Wilson notes the Black underclass is particularly at risk of developing behaviors and attitudes that promote educational and social isolation.
    [Show full text]
  • Cultural Explanations for Racial and Ethnic Stratification in Academic Achievement: a Call for a New and Improved Theory
    Cultural explanations for racial and ethnic stratification in academic achievement: a call for a new and improved theory. The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Warikoo, Natasha, and Prudence Carter. 2009. Cultural explanations for racial and ethnic stratification in academic achievement: a call for a new and improved theory. Review of Educational Research 79, no. 1:366-394. Published Version http://rer.sagepub.com/content/79/1/366.abstract Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:23922471 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Cultural Explanations for Racial and Ethnic Stratification in Academic Achievement: A Call for a New and Improved Theory Natasha Warikoo Prudence Carter ABSTRACT In this article we assess the literature on cultural explanations for ethno-racial differences in K-12 schooling and academic performance. Some cultural arguments problematically define certain ethno-racial identities and cultures as subtractive from the goal of academic mobility, while simultaneously defining the ethnic cultures and identities of others as additive and oriented towards this goal. We review two prevailing schools of thought that compare immigrant and native minority students: cultural ecological theory (CET) and segmented assimilation theory. Second, we examine empirical research that highlights the complexity of culture, focusing on four domains: (1) the school’s cultural ethos; (2) variation in identities and cultural practices within ethnic and racial groups; (3) the multidimensional nature of culture and its variable impact on students; and (4) the intersections of race, ethnicity, class, and gender.
    [Show full text]
  • Mind the Gap: Academically Successful African Caribbean Heritage Students, Learning Identities and the Cultural Assets Mediating Learning
    Mind the Gap: Academically Successful African Caribbean Heritage Students, Learning Identities and the Cultural Assets Mediating Learning by Veronica Henry A thesis submitted in partial fulfilment of the requirements of the Manchester Metropolitan University for the degree of Doctor of Philosophy MMU Research Education and Social Research Institute October2015 Table of Contents Acknowledgements ........................................................................... 5 Abstract ............................................................................................. 7 Abbreviations and Glossary ............................................................... 8 Chapter 1 – Journey to Becoming ................................................... 11 Purpose of the Study ....................................................................... 11 Commencement of the Journey ...................................................... 12 Insights from the Preparatory Study .............................................. 16 Self-efficacy and Agency ................................................................. 17 Teachers Expectations and Support ................................................ 21 The Research Questions .................................................................. 24 Outline of Chapters .......................................................................... 24 Chapter 2 – Broad Overview of the Research ................................. 26 The Notion of Success ....................................................................
    [Show full text]
  • UNIVERSITY of CALIFORNIA Los Angeles Tracking Oppositional
    UNIVERSITY OF CALIFORNIA Los Angeles Tracking Oppositional Identity among United States Youth A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Sociology by David C. Medina, Jr. 2012 © Copyright by David C. Medina, Jr. 2012 ABSTRACT OF THE DISSERTATION Tracking Oppositional Identity among United States Youth by David C. Medina, Jr. Doctor of Philosophy in Sociology University of California, Los Angeles, 2012 Professor Vilma Ortiz, Chair The source of the racial achievement gap in this country continues to elude researchers. One popular explanation for divergent educational outcomes between racial/ethnic groups is John Ogbu’s oppositional culture thesis that differences in academic outcomes can be traced to differences in academic orientations (attitudes and behaviors). Using the National Educational Longitudinal Survey of 1988 (NELS), this dissertation addresses various substantive and methodological questions within the oppositional culture framework through studying Mexican American, African American, Asian American, and White youth. Chapter 2 examines a number of measurement issues regarding oppositional identity. One of these issues is the consistency of teacher versus student-reported oppositional identity. I find that when examining the same behaviors, there are differences in what teachers and students report. Thus, I argue that teacher and student reports of oppositional identity should not be used interchangeably. A second issue concerns the number of sub-dimensions that make up oppositional identity. I employ factor analysis to validate my oppositional identity construct. I find that oppositional identity can have as many as five sub-dimensions, but they all fall under a ii global construct of oppositional identity.
    [Show full text]
  • Culture and Class in Marginalized Minority Educational Attainment
    City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 6-2017 Culture and Class in Marginalized Minority Educational Attainment Alan R. Takeall The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/2129 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] CULTURE AND CLASS IN MARGINALIZED MINORITY EDUCATIONAL ATTAINMENT by ALAN ROBINSON TAKEALL A dissertation submitted to the Graduate Faculty in Sociology in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York (2017) ii © 2017 ALAN ROBINSON TAKEALL All Rights Reserved iii Culture and Class in Marginalized Minority Educational Attainment by Alan Robinson Takeall This manuscript has been read and accepted for the Graduate Faculty in Sociology in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy _______________________ ___________________________ Date Juan Battle, Ph.D. Chair of the Examining Committee _______________________ ___________________________ Date Philip Kasinitz, Ph.D. Supervisory Committee Juan Battle, Ph.D., Advisor Stephen Steinberg, Ph.D. R. L’Heureux Lewis-McCoy, Ph.D. THE CITY UNIVERSITY OF NEW YORK iv Abstract Culture and Class in Marginalized Minority
    [Show full text]
  • Afro-Caribbean Parental Influence: Amilyf Chronicles of the Educational Journey from Child to Medical Student
    University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2016 Afro-Caribbean Parental Influence: amilyF Chronicles of the Educational Journey From Child to Medical Student Carlene Grant University of Central Florida Part of the Educational Leadership Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Grant, Carlene, "Afro-Caribbean Parental Influence: amilyF Chronicles of the Educational Journey From Child to Medical Student" (2016). Electronic Theses and Dissertations, 2004-2019. 4868. https://stars.library.ucf.edu/etd/4868 AFRO-CARIBBEAN PARENTAL INFLUENCE: FAMILY CHRONICLES OF THE EDUCATIONAL JOURNEY FROM CHILD TO MEDICAL STUDENT by CARLENE D. GRANT B.S. University of Toronto, 1998 M.S. University of Central Florida, 2001 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Higher Education & Policy Studies Program in the College of Education and Human Performance at the University of Central Florida Orlando, Florida Spring Term 2016 Major Professor: Rosa Cintrón © Carlene D. Grant 2016 ii ABSTRACT Many ethnic groups in the United States have struggled for the opportunity to be identified as an individual group. In academia, these students are often aggregated into a larger category, with little acknowledgment for the difference in their cultural heritage. Along with these cultural differences, Afro-Caribbean parents and their children are met with other challenges in the pursuit of lifelong goals (Sowell, 1978).
    [Show full text]
  • Exploring the Black White Achievement Gap: the Connection Between Upward Bound, Oppositional Culture, and the Multicultural Navigator Concept
    Georgia State University ScholarWorks @ Georgia State University Sociology Dissertations Department of Sociology Winter 12-20-2012 Exploring the Black White Achievement Gap: The Connection Between Upward Bound, Oppositional Culture, and the Multicultural Navigator Concept Mia B. Hardy Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/sociology_diss Recommended Citation Hardy, Mia B., "Exploring the Black White Achievement Gap: The Connection Between Upward Bound, Oppositional Culture, and the Multicultural Navigator Concept." Dissertation, Georgia State University, 2012. https://scholarworks.gsu.edu/sociology_diss/66 This Dissertation is brought to you for free and open access by the Department of Sociology at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Sociology Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. EXPLORING THE BLACK WHITE ACHIEVEMENT GAP: THE CONNECTION BETWEEN UPWARD BOUND, OPPOSITIONAL CULTURE, AND THE MULTICULTURAL NAVIGATOR CONCEPT by MIA HORACE Under the Direction of James Ainsworth ABSTRACT Racial equality in the United States educational system has long been and continues to be a source of debate. Specifically, the disparities between whites and other minority groups have been in- creasingly more critical. Blacks and Latinos consistently score lower than whites on standardized tests and academic course work. There have been several explanations given for poorer school performance by certain minority groups than whites. In this dissertation, I explore the black white achievement gap through the examination of one widely known explanation, oppositional culture theory. This research investigates the major tenets of oppositional culture theory and the contemporary multicultural navigator concept.
    [Show full text]
  • A Structural Approach to Understanding Black British Caribbean Academic Underachievement in the United Kingdom Carol Tomlin1, Ce
    Journal of Social Science for Policy Implications June 2014, Vol. 2, No. 2, pp. 37-58 ISSN: 2334-2900 (Print), 2334-2919 (Online) Copyright © The Author(s). 2014. All Rights Reserved. Published by American Research Institute for Policy Development A Structural Approach to Understanding Black British Caribbean Academic Underachievement in the United Kingdom Carol Tomlin1, Cecile Wright2 and Paul C. Mocombe3 Abstract The contemporary underachievement of black British Caribbean youth in the United Kingdom is an epiphenomenon of their historical racial-class experiences within the global capitalist social structure of class inequality under American hegemony. Against identity politics and John Ogbu’s burden of acting white hypothesis, in this article, we posit Paul C. Mocombe’s (2005, 2007, 2008, 2009, 2010) mismatch of linguistic structure and social class function hypothesis as a hermeneutical framework for understanding and explaining the underachievement of black British Caribbean youth vis-à-vis their white and Asian counterparts in the United Kingdom. Keywords: Ideological domination, Linguistic Structure, black British Caribbeans, Capitalism, Underclass, Underachievement, Social Structure, mismatch of linguistic structure and social class function, African Americans, blacks, students, achievement Introduction The education of black British Caribbean students in the UK remains a significant cause for concern ever since their arrival in significant numbers in the 1950s. The inability or unwillingness of the British school system to help young black people fulfill their academic potential has been extensively discussed for the past 40 years (Coard 1971; Rampton 1981; Swann 1985; Sewell 1997; Gillborn & Gipps 1996; Gillborn & Mirza; Majors 2001; Archer & Francis 2007; Tomlinson 2008). This discussion has taken place under the guise of the proverbial black-white academic achievement gap.
    [Show full text]
  • “Black” Cultural Capital, Status Positioning, and Schooling Conflicts for Low-Income African American Youth
    “Black” Cultural Capital, Status Positioning, and Schooling Conflicts for Low-Income African American Youth Prudence L. Carter, Harvard University Previous literature has failed to empirically demonstrate the conceptual distinction that social scientists make between “dominant” and “non-dominant” cultural capital. This article provides evidence of the coexist- ence of these two forms of capital within the social and academic lives of poor ethnic minority students. Using in- depth interviews with 44 low-income African American youth, I illustrate how these students negotiate their perceptions of the differential values placed by educators on these two forms of capital. Often, scholars research the effects of (dominant) cultural capital in social reproduction across various social classes, but not the influence of (non-dominant) cultural capital on status relations within socially marginalized communities. By taking into account the interplay between these two forms of capital in the lives of low-income minority students, researchers might develop a more complete and nuanced understanding of how culture ultimately affects the prospects of mobility for lower status social groups. Over the years, we have heard scholars, researchers, policymakers, teachers, and various laypersons lament how many low-income and underachieving students of color do not have the cultural “know-how” to succeed in the upper echelon of academic institutions and social and professional organizations. “The kids just don’t know how to act!” they exclaim. “Why don’t they behave ‘regularly’?” Concerned observers wonder how these kids might obtain attributes that would make mainstream individuals more comfortable with them, and, in turn, make these kids more upwardly mobile.
    [Show full text]
  • "True, She Has the Culture You Need": a White Teacher in an Urban School Critically Reflects on the Hidden, Social, An
    University of Massachusetts Boston ScholarWorks at UMass Boston Graduate Doctoral Dissertations Doctoral Dissertations and Masters Theses 6-1-2014 "True, She Has the Culture You Need": A White Teacher in an Urban School Critically Reflects on the Hidden, Social, and Academic Curriculum Mathew Arlen McLean University of Massachusetts Boston Follow this and additional works at: http://scholarworks.umb.edu/doctoral_dissertations Part of the Educational Leadership Commons, and the Education Policy Commons Recommended Citation McLean, Mathew Arlen, ""True, She Has the Culture You Need": A White Teacher in an Urban School Critically Reflects on the Hidden, Social, and Academic Curriculum" (2014). Graduate Doctoral Dissertations. Paper 155. This Open Access Dissertation is brought to you for free and open access by the Doctoral Dissertations and Masters Theses at ScholarWorks at UMass Boston. It has been accepted for inclusion in Graduate Doctoral Dissertations by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact [email protected]. “TRUE, SHE HAS THE CULTURE YOU NEED”: A WHITE TEACHER IN AN URBAN SCHOOL CRITICALLY REFLECTS ON THE HIDDEN, SOCIAL AND ACADEMIC CURRICULUM A Dissertation Presented by MATHEW ARLEN MCLEAN Submitted to the Office of Graduate Studies, University of Massachusetts Boston, In partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION June 2014 Leadership in Urban Schools Program © 2014 by Mathew Arlen McLean All rights reserved “TRUE, SHE HAS THE CULTURE
    [Show full text]