America’s classrooms are still reproducing predictable and inequitable outcomes for students of color. Empirical evidence has shown a link between ethnic studies courses and increased academic achievement, and recent policy initiatives demonstrate that educational leaders are responding to growing demand and evidence that supports ES instruction.
This mixed methods study chronicles administrative and instructional efforts to implement ES standards in two districts to identify what has worked well and what challenges are posed by ethnic studies implementation.
Findings from an online survey show that strategies to support implementation include creation of ES lead/work groups, and training and recruitment of experienced ES teachers. Core themes emerging from structured interviews indicate the key role of teacher leaders; administrative support that spans both central office and the site; the centrality of student agency and voice as data; and the infusion of equity based pedagogical practices schoolwide. This study demonstrates that grassroots organizing; building capacity; and intentional leadership that views ES pedagogy and content as essential in addressing educational inequities; are crucial components of ethnic studies implementation.
|Advisor:||Biancarosa, Gina, Smith, Joanna|
|Commitee:||Rosiek, Gerald, Sabzalian, Leilani|
|School:||University of Oregon|
|Department:||Department of Educational Methodology, Policy, and Leadership|
|School Location:||United States -- Oregon|
|Source:||DAI-A 82/2(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Secondary education, Ethnic studies|
|Keywords:||Critical pedagogy, Cultural identity, Educational equity, Ethnic studies, Organizational change, Race and racism|
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