dc.contributor.author	Frierson, Lazunia Michelle
dc.coverage.spatial	United States	en_US
dc.coverage.temporal	2022	en_US
dc.date.accessioned	2023-03-08T15:13:55Z
dc.date.available	2023-03-08T15:13:55Z
dc.date.issued	2022-12
dc.identifier.other	0D3CBDE6-DAB9-68B9-48C1-7F3F65808911	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6534
dc.description.abstract	The purpose of this study was to use critical race theory with a narrative inquiry approach to explore the experiences and perceptions of six successful Black elementary Title I teachers who educate Black students living in poverty (BSLP). Teacher participants were asked to share narrative stories about their lived experiences educating BSLP, their experiences and perceptions of race, racism, and poverty, and ways these experiences and perceptions informed instructional practices they use to increase achievement and close achievement gaps among BSLP. Semi-structured interviews were conducted using Seidman’s three-interview series. After interviews were recorded and transcribed, they were analyzed and coded using in vivo, values, and pattern coding to generate categories and themes. In addition to interviews, lesson plans and parent newsletters were coded as additional data to support findings. Narrative profiles were used to present teacher participants’ stories of their lived experiences. Nine themes were organized under three headings related to teacher practices. Three themes were on practices related to race and racism: preparing students for life outside of the classroom/school, treating students like they are your own children, and embracing students’ culture through Black history in education. Three themes were on practices related to race and poverty: being warm demanders, treating parents as allies, and wanting to teach Black students living in poverty. Three themes were on effective instructional practices for BSLP: making learning active and fun, using small group instruction, and making reading instruction meaningful and relevant. Characteristics of culturally responsive teaching were evident in many of the practices identified through the themes. Keywords: Narrative profiles, critical race theory, Black students living in poverty, in vivo coding, values coding	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Background of the Study 6 -- Problem Addressed in this Research 11 -- Purpose and Scope 12 -- Significance 13 -- Conceptual Framework 19 -- My Experiential Knowledge 22 -- Pilot Study 25 -- Existing Theory 27 -- Storytelling 36 -- Intersections of Race and Class in Education 39 -- Race. 39 -- Poverty. 42 -- Intersection: Race and Poverty. 43 -- Summary 45 -- Chapter II: LITERATURE REVIEW 46 -- Title I Programs 46 -- Effects of Poverty on Education 49 -- Teacher Perceptions and Knowledge of Poverty 50 -- Culture of Poverty. 55 -- Poverty and Cognition 57 -- Barriers to Educating Blacks in America 60 -- History of Schooling for Blacks 60 -- Black-White Achievement Gaps 67 -- Opportunity Gaps in Advanced Academic Programs 71 -- Deficit-Based Perspectives about Black Students 76 -- Racializing Ability/Disability 79 -- Promising Practices for Educating Black Students Living in Poverty 84 -- Culturally Responsive Teaching 85 -- Warmth and Demand 90 -- Summary 92 -- Chapter III: RESEARCH DESIGN 95 -- Research Questions 97 -- Research Methods 98 -- Narrative Inquiry 99 -- Researcher Relationships 102 -- Participant Selection 103 -- Data Collection 106 -- Interviewing. 106 -- Recording the Data. 110 -- Notetaking and Memoing. 111 -- Transcribing the Data. 111 -- Data Analysis 112 -- First Cycle In Vivo Coding. 113 -- First Cycle Values Coding. 117 -- Second Cycle Pattern Coding. 119 -- Data Presentation 121 -- Validity 126 -- Ethics 129 -- Conclusion 131 -- Chapter IV: PARTICIPANT INTRODUCTIONS AND NARRATIVE PROFILES 133 -- Patricia Simpson 134 -- Meet Patricia 134 -- Before She Was a Teacher 135 -- Educating BSLP in Title I Schools 141 -- Reflections 150 -- Gwendolyn Whitaker 151 -- Meet Gwendolyn 152 -- Before She Was a Teacher 152 -- Educating BSLP in Title I Schools 164 -- Reflections 180 -- Regina Fields 181 -- Meet Regina 182 -- Before She Was a Teacher 182 -- Educating BSLP in Title I Schools 198 -- Reflections 207 -- Keri Haslem 208 -- Meet Keri 209 -- Before She Was a Teacher 209 -- Educating BSLP in Title I Schools 218 -- Reflections 237 -- Dianne Ellison 237 -- Meet Dianne 237 -- Before She Was a Teacher 238 -- Educating BSLP in Title I Schools 249 -- Reflections 271 -- Corey Boyd 272 -- Meet Corey 272 -- Before He Was a Teacher 272 -- Educating BSLP in Title I Schools 283 -- Reflections 293 -- Conclusion 294 -- Chapter V: DISCUSSION OF THEMES 296 -- Teachers’ Racialized Experiences and Perceptions 297 -- Teachers’ Experiences and Perceptions of Poverty 307 -- Summary 316 -- Themes on Practices Related to Race and Racism 317 -- Preparing Students for Life Outside of the Classroom/School 318 -- Treating Students Like They Are Your Children 329 -- Embracing Students’ Culture Using Black History in Education 335 -- Themes on Practices Related to Race and Poverty 346 -- Being Warm Demanders 346 -- Building Positive Relationships 347 -- Creating a Caring and Safe Classroom 351 -- Expecting Students to Grow Academically to High Levels 360 -- Treating Parents as Allies 367 -- Wanting to Teach Black Students Living in Poverty. 373 -- Themes on Effective Instructional Practices for BSLP 377 -- Making Learning Active and Fun 377 -- Using Small Group Instruction 383 -- Making Reading Instruction Meaningful and Relevant 389 -- Conclusion 397 -- Chapter VI: CONCLUSION 399 -- Research Questions Revisited 401 -- Limitations 410 -- Recommendations for Further Study 411 -- Final Thoughts 413 -- References 417	en_US
dc.format.extent	1 electronic document and derivatives, 477 pages. 2292217 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	African American students	en_US
dc.subject	African American studies	en_US
dc.subject	Critical race theory	en_US
dc.subject	Discourse analysis, Narrative	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education, Elementary	en_US
dc.subject	Education	en_US
dc.subject	Educational leadership	en_US
dc.subject	Poverty	en_US
dc.subject	Teachers	en_US
dc.title	A Narrative Analysis of Successful Black Elementary Title I Teachers of Black Students Living in Poverty	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Clevenger-Schmertzing, Lorraine
dc.description.committee	Schmertzing, Richard W.
dc.description.committee	Cox, JT
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US