The history of independent Black schools in the United States is wrought with struggle for truly culturally compatible education. Public education for Black Americans has rarely included encouraging Black pride. Except for a few schools born of the ‘60s civil rights era, no other public schools in the US seek to help Black children with their esteem through cultural pride. This paper introduces the unique model of a predominantly Black public school, Quality Education Academy (QEA), that evaluated the effectiveness of its model, designed to create cultural pride. This paper used critical race theory and culturally responsive education as a framework to investigate exactly how to create Black pride in a school community. The methodology included online surveys, one-on-one interviews of faculty, and the Multidimensional Inventory of Black Identity (MIBI) and Multidimensional Inventory of Black Identity-Teen MIBI-T’s Likert-scale points of 1-7/1-5, in the Centrality scale and Personal Regard Subscale. Though most respondents reported increased feelings of Black pride after entering the QEA culture, the length of exposure was not predictive of levels of Black pride. Surprisingly, evidence of internalized racism within Black QEA faculty birthed a new teacher preparation model, the Psychodynamic Bridge Theory, which describes the teacher’s thoughts/feelings about the student as the source of teacher attitudes and behaviors, and, subsequently, the source of student identity-formation. The study concludes with recommendations for implementing the theory in teacher preparation programs for teaching Black students, and culturally responsive school system design.
|Advisor:||Epstein, Kitty Kelly|
|Commitee:||Gallegos, Placida V., Henderson, Lenneal, Wright, Aftan, Kunjufu, Jawanza|
|School:||Fielding Graduate University|
|Department:||School for Leadership Studies|
|School Location:||United States -- California|
|Source:||DAI-A 82/2(E), Dissertation Abstracts International|
|Subjects:||Multicultural Education, Instructional Design, Black studies|
|Keywords:||Black pride, Black teacher, Critical race theory, Culturally responsive education, Psychodynamic bridge theory, School|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be