The achievement gap in American schools between middle class students and students from poverty is well documented. This paper outlines the findings of a study designed to explore the experience and conscientization of struggling students from poverty. The argument will be made that poverty can be viewed as a culture and that this view may shed significant light on the dynamics of the achievement gap. Further, using the construct of poverty as a culture provides real life applications that have the potential to impact the achievement gap. The study explored the lived experiences in a public school setting of intermediate students from poverty, hoping to capture their voice and insights. The research utilized a Critical Pedagogical Approach to attempt to understand why American schools struggle with these populations and what could be done to address the achievement gap.
|Commitee:||Bright, Anita, Henry, Samuel, Labissiere, Yves|
|School:||Portland State University|
|School Location:||United States -- Oregon|
|Source:||DAI-A 79/11(E), Dissertation Abstracts International|
|Subjects:||Educational sociology, Education Policy, Education|
|Keywords:||Conscientization, Culture, Elementary, Poverty, Public schools, Students|
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