dc.contributor.author	Beal, Jaimee Breanne
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2025-03-25T20:41:31Z
dc.date.available	2025-03-25T20:41:31Z
dc.date.issued	2025-01-19
dc.identifier.other	b972806b-2393-4cab-9bc2-bf5d7a2f4de8	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7378
dc.description.abstract	This dissertation explored the topic of double segregation in Georgia public schools, a trend in which racial and economic divisions reinforce one another within communities and schools. This phenomenon of double segregation has impacted student literacy among traditionally marginalized and economically disadvantaged groups. My qualitative study aimed to address a significant gap in the existing literature by documenting the lived experiences of educators within these doubly segregated environments. By bringing their educators’ narratives to light, this study aimed to heighten awareness and empathy among policymakers and inspire integration plans that could make education more equitable for all students. By investigating the stories of teachers with a Critical Race Theory Lens, I aimed to highlight the systemic inequities affecting oppressed groups in Georgia public schools. I examined research questions involving educators’ experiences in integrated and segregated school environments and their perceptions of literacy and school culture. As I used the narrative inquiry design to collect data via interviews with nine educators across Georgia, I ensured that each participant reflected schools that differed in racial and economic composition and represented a diversity of racial, age, and gender profiles. By diversifying my sample, I sought to offer a range of educator perspectives. Three major themes emerged from my thematic analysis of participant narratives: economic inequality creates barriers to student literacy, holistic teaching practices improve student outcomes, and teacher burnout is a pervasive issue. My findings stressed the need for policy interventions to address double segregation and its impact on literacy.	en_US
dc.format.extent	1 electronic record. PDF/A document, 176 pages, 2010214 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	Education	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Critical Race Theory	en_US
dc.subject	Literacy	en_US
dc.subject	Narrative inquiry (Research method)	en_US
dc.subject	Segregation in education	en_US
dc.title	The rise of double-segregation and the fall of literacy: A critical narrative inquiry into the experiences of teachers in public schools in Georgia	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	Dobbins, Pamela
dc.description.committee	Strevig, April
dc.description.committee	Workman, Jamie
dc.description.degree	Ed.D.	en_US
dc.description.major	Curriculum, Leadership & Technology	en_US