Identifier
etd-07102017-002518
Degree
Doctor of Philosophy (PhD)
Department
Education
Document Type
Dissertation
Abstract
As a growing number of students from racially and culturally diverse backgrounds enter United States’ public schools, fundamental changes in our educational system are essential to ensure the educational equity and academic achievement of all students. Historically, students from diverse racial, cultural, and linguistic backgrounds perform lower on multiple indicators of school success than their White counterparts (Howard, 2015; Ladson-Billings, 2000, 2009). Scholars and theorists attribute the low academic performance of students of color to two obtrusive and related factors: the disparity between the demographic profiles of teachers and student, and the absence of multiculturalism and culturally responsive pedagogy in K-12 public schools. Education reform initiatives, however, have responded to these related factors with separate efforts. The intent of this study was to contribute to an insufficient body of research that focuses on the preparation and development of Black teachers. The study was designed to investigate the experiences of public HBCU teacher education graduates and gain an in-depth understanding of how they perceived their development and preparation to facilitate academic achievement for students of color.
Date
2017
Document Availability at the Time of Submission
Secure the entire work for patent and/or proprietary purposes for a period of one year. Student has submitted appropriate documentation which states: During this period the copyright owner also agrees not to exercise her/his ownership rights, including public use in works, without prior authorization from LSU. At the end of the one year period, either we or LSU may request an automatic extension for one additional year. At the end of the one year secure period (or its extension, if such is requested), the work will be released for access worldwide.
Recommended Citation
Magee, La'Quita Maya, "A Phenomenological Investigation into the Experiences and Perceptions of Teachers Education Program Graduates at Public Historically Black College and Universities in Louisiana" (2017). LSU Doctoral Dissertations. 4466.
https://repository.lsu.edu/gradschool_dissertations/4466
Committee Chair
Varner, Kenny
DOI
10.31390/gradschool_dissertations.4466