Advisor

Christine Chaillé

Date of Award

5-18-2018

Document Type

Dissertation

Degree Name

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

Department

Curriculum & Instruction

Physical Description

1 online resource (iii, 137 pages)

DOI

10.15760/etd.6267

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.

Persistent Identifier

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

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