An Exploration of the Reproduction and Perpetuation of Socio-Historical Oppression in U.S. Schools: Pre-Prospectus

6258 Words Jul 27th, 2015 26 Pages
RUNNING HEAD: Pre-Prospectus

An Exploration of the Reproduction and Perpetuation of Socio-historical Oppression in U.S. Schools: Pre-prospectus
La’Quaria Barton
Georgia Southern University
Dr. Delores Liston, Dissertation Chair
Dr. Daniel E. Chapman, Committee Member
Dr. Lorraine S. Gilpin, Committee Member
Dr. Robert Yarbrough, Committee Member

Chapter 1: Introduction * Background of the Problem * Statement of the Problem * Purpose of the Study * Research Questions * Importance of the Study * Scope of the Study * Definition of Terms * Limitations
Chapter 2: Theoretical Framework
Chapter 3: Review of the Literature
Chapter 4: Research Methods * The Qualitative Paradigm * Qualitative
…show more content…
I said something to the effect of I can’t she never picks me. My teacher, who I will call Mrs. E, pointed to the door and in her deep melodic voice said, “Go!” You see, all of those years I was in the high achieving class for my peer group, but not the high group in my class. No one gave me a chance until that moment; as a result, and in spite of my diligence, I never felt like a high achiever until that moment. This seemed unfair at the time and in retrospect, there were probably several other students that should have been a part of that group as well, but no students from the other two fifth grade classes were included in these activities. Only the students in the “smart class” were included. What did that mean about the students in the other two classes? Were they less than competent? Were expectations for them lower? I mean, they were in the “low classes.” As a child, I always wondered why some of my friends were never in my class from one grade to the next. It was rare for the “cohorts” to be integrated or separated from one year to the next.
As an educator, I quickly realized the answers to my childhood confusion; educators and parents (administrators, counselors, teachers, etc.) determine which students will be grouped together based on their perceived educational abilities and skill sets. The students’ records are analyzed (trend data), students are screened utilizing universal screeners and then they are sorted into homogeneous groups or

Related Documents