First Advisor

Christine Chaillé

Date of Publication

Spring 5-18-2018

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction

Department

Curriculum & Instruction

Language

English

Subjects

Poor children -- Education, Low-income students

DOI

10.15760/etd.6267

Physical Description

1 online resource (iii, 137 pages)

Abstract

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.

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Persistent Identifier

https://archives.pdx.edu/ds/psu/25710

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