Sponsor
Portland State University. Department of Educational Leadership and Policy
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
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.
Persistent Identifier
https://archives.pdx.edu/ds/psu/25710
Recommended Citation
Rector, Shiela G., "An Ethnographic Study of Intermediate Students from Poverty: Intersections of School and Home" (2018). Dissertations and Theses. Paper 4383.
https://doi.org/10.15760/etd.6267