Dissertations / Theses: 'Whitby School'

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Stechly, Judith Ann D'Amico. "Madison School "the White Building" its beginnings 1916-1939 /." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5930.

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Thesis (Ed. D.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains ix, 134 p. : ill. (some col.), map. Includes abstract. Includes bibliographical references (p. 94-97).

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Cele, Sanelisiwe Yenzile Nicole. "Experiences of Primary school teachers in full service schools in Umlazi District." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1678.

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A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2018
The dispute of inclusion is one that has not only been a challenge for South African schools but for the country as a whole. The success of the implementation of the inclusion policy will not only talk to the progress at the schools in South Africa (SA), but it will also provide us with a glimpse of the nation’s progress towards the implementation of democracy itself. Considerable work has been done internationally with regards to the practicality of full-service schooling; however, a limited expanse locally. The objectives of the study were: (i) To determine the nature of experiences of primary school teachers in full service schools; and (ii) To establish if there is any relationship between the teachers’ experiences in full service primary schools and the variables of interest: gender, age, qualification, race and teaching experience. In order to address the study questions, a mixed method research design was employed. A sample of 63 teachers in Full Service Schools (FSSs) in Umlazi district was purposefully selected based on experience and expertise. For data collection, self-developed questionnaires comprising a demographic information section and a Likert-type inventory were used. Statistical Package for Social Sciences (SPSS) accounted for statistical and descriptive analysis; and Thematic Analysis for qualitative analysis. The findings of this study revealed that a greater number of teachers had positive experiences within FSSs in Umlazi district. However, disabling conditions that prevent teachers to be completely convinced of Inclusive Education (IE) were found to be: Lack of support from the Department of Education (DoE), teachers’ perceived incompetency when dealing with impaired children, insufficient resources, maltreatment of disabled children by their non-disabled peers, lack of parental support, large class sizes and shortage of staff. With regards to the variables of interest in relation to the experiences of teachers in FSSs, it was discovered that: male teachers expressed more positive experiences than their female counterparts; it appeared that the higher the qualification, the more teachers felt confident about teaching in FSSs; more Indian teachers reported having favorable experience than black African teachers; and teachers with more years of teaching experience indicated optimism towards teaching in FSSs than teachers with less teaching experience. Recommendations from the current study suggest that teacher pre-service training be tailored in accordance with the requirements of teaching in a FSS. Workshops and conferences should be conducted to provide teachers with recent updated teaching material that will allow them to stay relevant with the IE curriculum. Furthermore, psycho-education around the maltreatment of disabled children should be provided to schools and communities in an attempt to bring awareness about disability and advocacy against the exclusion and the ill-treatment of the disabled. Again, psycho-education should be provided to families to bring awareness regarding the importance of the caregiver’s active role in the academic and personal life of a child. This would entail the process of providing education and information to families of children that attend FSSs. These recommendations would bridge a gap in the challenges that are experienced in FSSs.

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Mokhele, Reitumetse. "Perceptions of school climate: a comparative study of a former white and a black South African high school." Master's thesis, Faculty of Commerce, 2020. http://hdl.handle.net/11427/32821.

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School climate is a determinant of academic performance, as supported by evidence in developed countries. However, there are limited studies from developing countries to test this hypothesis. The few studies that have attempted to explore this topic are often limited to educators. Studies in South Africa show this limitation, hence the motivation to explore school climate from the students' perspective. This study is focused on students' perception of school climate and how it impacts their academic lives. Two schools from the Western Cape Province were used as case studies. They were Pinelands and Langa High Schools, institutions that are distinct in terms of their history, location, resources, demographics and academic performance. The results of the study revealed that most students do not feel safe physically and emotionally in the school environment. In a multiracial school, the main concern is around interpersonal relationship, particularly the level of social support received from teachers; while in a black and disadvantaged school, the concerns are around institutional environment relating to the physical environment and facilities in school. Additionally, students from the privileged school had more emotional concerns, and did not believe that teachers supported them socially, while those from the disadvantaged school had physical safety concerns but believed that their teachers are supportive both academically and socially. The study concludes with a recommendation for future studies to consider more than two schools, expand the geographical scope, employ rigorous data collection, and assess multi-stakeholder perceptions of school climate and the link it has to academic performance so as to improve reliability and generalisability of the findings.

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Farrie, Danielle C. "School Choice and Segregation: How Race Influences Choices and the Consequences for Neighborhood Public Schools." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/8656.

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Sociology
Ph.D.
This dissertation examines the relationship between school choice and race. I examine whether the racial composition of schools influences choices and whether choices of private and public choice schools lead to greater segregation and stratification in neighborhood schools. I improve on existing research by adopting the theoretical framework used in neighborhood preferences literature to distinguish between race and race-associated reasons as motivations for avoiding racially integrating schools. This study utilizes geocoded data from the Philadelphia Area Study (PAS) and elementary school catchment maps to examine families' preferences and behaviors in the context of the actual conditions of their assigned schools. Catchment maps are integrated with Census data to determine whether choice schools have a role in white flight and segregation and stratification in neighborhood schools. The findings suggest that families are most likely to avoid neighborhood schools with high proportions of racial minorities. However, attitudes regarding racial climates are more consistent predictors of preferences than the actual racial composition of local schools. Highly segregated neighborhood schools satisfy families who desire racially homogeneous school climates, as do private schools. Families who seek diverse environments are more likely to look to charter and magnet schools. The white flight analysis shows that whites are more likely to leave schools that have modest proportions of black students, and less likely to leave schools that are already integrated. These results suggest that whites react especially strongly to schools with low levels of integration, and those who remain in the few racially balanced schools do so out of a preference for diversity or because they do not have the resources to leave. Public choice schools spur white flight in urban areas, but actually reduce flight in suburban schools. Finally, I find that choice schools do not uniformly affect the degree to which racial groups are spatially segregated from whites, and they also do not uniformly affect the degree to which racial groups attend more or less disadvantaged schools than whites. This suggests that segregation and stratification are two distinct aspects of racial inequality and should be considered separately when evaluating the effectiveness of choice programs.
Temple University--Theses

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Reeck, Adam Nicholas. "School Integration in Arizona's White Mountains." Thesis, North Dakota State University, 2019. https://hdl.handle.net/10365/29891.

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Due to Arizona?s mandated open enrollment policy for public schools, Blue Ridge Unified School District?s (BRUSD) population of Native American students has increased by 148% over the last 12 years as students migrate into BRUSD from Whiteriver Unified School District (WUSD) on the Fort Apache Reservation. This research examines the short-term effects of school choice policy in BRUSD by addressing the following sub-problems: 1) What are the administrative and faculty perceptions of changes affecting BRUSD? 2) What are the measured changes affecting BRUSD? Key findings include decreases in some test scores while other scores increase. Also, faculty is convinced the school is moving in positive directions as it deals with other comprehensive changes. Recommendations include that BRUSD incorporate best practices in schooling diverse populations and in Native American pedagogy. The overall conclusion is that BRUSD has a unique opportunity to provide a quality education for a diverse community of learners.

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Melise, Patricia J. "Variables that Attract and Retain Middle-Income Families to Urban Public Schools." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77052.

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In the mid-nineteenth century, with the influx of European immigrants into the cities, public schools became the answer to the poverty and ignorance of the urban masses. Then, in the late nineteenth century and early twentieth century, urban public schools were again called on to educate the many African-Americans who migrated to the cities from poor Southern states. Again, the idea of mass education of the public, funded by the public, became the panacea for all the problems of city living. The civil rights movement brought a flood of litigation, and courts attempted to provide equal educational opportunities to all students, even those in poor urban localities. Currently, urban public schools face the flight of middle-income families from the cities to the suburbs, within-district flight of more affluent families to private and parochial schools, and diminishing funds with which they must serve their populations. This study explored the factors that would influence middle-income families to return or remain in urban public schools to restore the original concept of a public education for all by all (Hunter & Donahoo, 2003)
Ed. D.

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Evans, Tina B. "We Wear the Mask: Stories of the Black Girl Middle School Experience in Predominantly White, Elite, Independent Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/893.

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This dissertation examined the experiences of Black middle school girls who attend predominantly white, elite, independent schools in the Greater Los Angeles area. Using Critical Race Theory, Black Identity Theory, and Black Feminism Theory as a conceptual framework, this qualitative research explored the role of race, class, gender, and parental support as contributing factors to the development of participants’ racial consciousness. Utilizing timeline interviews and critical narratives to explore the lived histories of each student and parent participant, data analysis included content coding based on themes that emerged throughout the narrative examination. An analysis of the narratives of student participants revealed the absence of a Black faculty advocate, the burden of microaggressions, and the tension to define what it meant to be Black as important factors in the development of a racial consciousness. Additional findings based on data from the participants’ mothers revealed their reasons for choosing independent schools for their daughters and an emphasis on nurturing Black identity and friendships to help guide them through critical racial experiences. Findings led to important recommendations to improve the educational experiences of Black girls in predominantly white, elite independent schools. These findings also indicated a need for further study of the experiences of the Black girl middle school experience in predominantly white, elite, independent schools.

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Burstion-Young, Michelle R. "Lets stay together acial separation and other coping strategies among african American high school students attending predominately white schools. /." Cincinnati, Ohio : University of Cincinnati, 2009. http://www.ohiolink.edu/etd/view.cgi?acc_num=ucin1231817941.

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Thesis (M.A.)--University of Cincinnati, 2009.
Advisors: Annulla Linders PhD (Committee Chair), Kelly Moore PhD (Committee Member), Steven Carlton-Ford PhD (Committee Member). Title from electronic thesis title page (viewed Apr. 24, 2009). Includes abstract. Keywords: Race; self segregation; acting White; race and education; collective identity. Includes bibliographical references.

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Burstion-Young, Michelle R. "“Let’s Stay Together: Racial Separation and Other Coping Strategies Among African American High School Students Attending Predominately White Schools.”." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1231817941.

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Orozco, Richard Arthur. "Framing Hostilities: Comparative Critical Discourse Analyses of Mission Statements from Predominantly Mexican American and White School Districts and High Schools." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194245.

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Through analysis of written texts produced by school districts and high schools with predominantly Mexican American populations, beliefs about Mexican American students that mediate attitudes and expectations can be exposed. In this work, I conduct comparative critical discourse analyses (CDA) of school district and high school mission statements from a total of 35 schools and 20 school districts in the Southwestern United States and Chicago, Illinois. The sites were selected because of their large to predominantly Mexican American students populations. Of the 35 school mission statements I researched, 19 were from predominantly Mexican American high schools and 16 were from predominantly White high schools. Of the 20 school district mission statements I collected, 11 were from largely to predominantly Mexican American school districts and 9 were from largely to predominantly White school districts.Analyses conducted in this study of the mission statements utilizing several `tools' of CDA revealed ideologies, or ideological discursive formations (IDFs), of low expectations and negative attitudes for Mexican American students when compared to White students. These IDFs materialize by way of frames and signs that are (re)created in the district and school mission statements. The IDFs serve to mediate the discourses that are utilized to describe Mexican American students and the districts and schools they attend. These discourses serve to mediate beliefs about Mexican American students that in turn reinforce the IDFs already in place.Understanding the types of discourses that (re)produce low expectations for and negative attitudes about Mexican American students is a first step in changing these schooling discourses that ultimately contribute to low academic achievement.

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Machaisa, Pertunia Rebotile. "The experiences of learners in former White schools." Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-12062004-125532/.

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Berner-Hays, Rachel W. ""A White Issue": Examining Racial Equity Efforts in a Predominantly White Seattle High School." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1000.

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My project explores the ways in which racial equity is addressed in a predominantly white school, through a study of Washfield High School in Seattle, WA. Through semi-structured interviews with three administrators, six teachers and two alumni, I examine themes including the prominence of blackness, segregation, curricular strategies, differential expectations across races, campus efforts and leadership. Through this study, I focus on the role that predominantly white schools have in increasing racial equity in education.

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Noble, Sarah M. "The Relationship Between White Racial Identity, Multicultural Competence and Social Justice Advocacy Competence Among White Licensed and Certified School Counselors." University of Akron / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1555490979255335.

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Sower, Derek Wayne. "The Willis White Era of Salem High School Football." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2108.

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From 1978-1982 Salem High School suffered from a series of losing seasons from its football program. In wanting to regain its former tradition the Salem City Council hired Willis White to rebuild the program from the ground up. This thesis investigates the history of the Salem program prior to and through the Willis White years. The research for this thesis came from personal interviews with present and former coaches as well as members of the community. Several different newspaper companies in the Roanoke Valley contributed to the history of Spartans' games. It also comes from a collection of secondary sources that contribute to background history of the city and program.

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Steenkamp, Ute. "A retrospective study on transforming a mainstream school into a full-service school." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/24475.

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In South Africa the inclusive trend grew stronger since the White paper 6’s release. The need for a more integrated school was called upon by the Department of Education. The Department of Education selected 30 schools which represents a district to start the transformation process. Through guidelines written by the Department of Education it seemed that when mainstream schools are transformed to the phenomena of Full-service schools by the Department of Education or through themselves, many changes take place. However, there seemed to be a gap in literature regarding the changes taking place, this gap guided this research dissertation. This retrospective study was undertaken to gain insight into the transformation process and thereby into the change towards inclusive education. As a descriptive study on the transformation of one particular school it could also assist other schools that are on their way to such a transformation. The research approach adopted was qualitative process to gain insight and understanding of the changes made, but especially the role players’ attitude and feelings towards this change into a full-service school. Insight into this transformation process could provide insight to inclusive education, with an interpretivist paradigm, and applied to a single-case study (Stake 1995). Data collection consisted of open-ended interviews, visual diary and field notes. Additional documents were received from the school and the Department of Education and were included in this study.Codes for classifying the interview responses were predetermined (a priori coding) and designated as Microsystem, Macrosystem, Leadership and Management, Culture, Identity, Strategy, Structures/Procedures, Physical changes, Technical support and Human resources, as set out by the framework of Lazarus and Davidoff (1997:17). The interviews were open-ended. Visual data were collected to illustrate contrasts and similarities between conditions before and after the transition. The data obtained about the transition process were discussed using the a priori coding categories and drawing parallels to the existing literature. This research recommends and highlights significant aspects of the transition process leading to a full-service school. AFRIKAANS : In Suid-Afrika het die tendens van inklusiwiteit sterker geword sedert die vrystelling van Witskrif 6. Die Departement van Onderwys het ’n beroep gedoen dat daar voldoen moet word aan die behoefte aan skole met groter integrasie. Die Departement van Onderwys het 30 skole, wat ’n distrik verteenwoordig, gekies om met die transformasieproses te begin. Riglyne opgestel deur die Departement van Onderwys het getoon dat wanneer hoofstroomskole getransformeer word na voldiensskole, hetsy deur die Departement van Onderwys of deur hulself, daar baie veranderinge plaasvind. Daar is egter ’n gaping in die literatuur met betrekking tot die veranderinge wat plaasvind, en hierdie gaping het gelei tot die navorsingsverhandeling. Hierdie studie het slegs op die kwalitatiewe navorsingsproses staatgemaak om insig en begrip te verkry oor die veranderinge wat gemaak is, maar veral ook oor die rolspelers se houding en gevoelens teenoor hierdie verandering in ’n voldiensskool. Insig in hierdie transformasieproses kan insig gee in inklusiewe onderwys. Deur die transformasieproses te verstaan, kan skole gehelp word met hul eie transformasie na voldiensskole. Die doel van hierdie studie was om die oorgangsproses van ’n voldiensskool te verstaan en te interpreteer. Vir hierdie doel is ’n kwalitatiewe navorsingsbenadering saam met ’n interpretivistiese paradigma gebruik. Daarvoor het ek ’n enkele gevallestudie gebruik (Stake, 1995). Data-insameling het bestaan uit oop onderhoude, ’n visuele dagboek en veldnotas. Addisionele dokumente is van die skool en die Departement van Onderwys ontvang en is in hierdie studie ingesluit. Kodes is vooraf bepaal, naamlik mikro- en makrostelsels, leierskap en bestuur, kultuur, identiteit, strategie, strukture/prosedures, fisiese veranderinge, tegniese ondersteuning en menslike hulpbronne, soos uiteengesit in die raamwerk van Lasarus en Davidoff (1997:17). Hierdie proses van kodering word ook priori-kodering genoem, aangesien die onderhoude vooraf bepaal is. Die visuele data is voor en na die oorgang geneem om die kontraste en ooreenkomste duidelik te toon. Nadat parallelle tussen die relevante literatuur en priori-data geïdentifiseer is, is die data van die oorgangsproses bespreek. Hierdie navorsing beklemtoon belangrike faktore wat in gedagte gehou moet word tydens ’n oorgangsproses na ’n voldiensskool, en maak ook aanbevelings.
Dissertation (MEd)--University of Pretoria, 2012.
Educational Psychology
unrestricted

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Lawrence, David E. "Exploring Equity through the Perspective of White Equity-Trained Suburban Educators and Minoritized Parents." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch162514670003941.

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Wong, Wai Kay. "Exploring the experiences of British Muslim teenagers in predominantly white schools : school influences on teenagers who are negotiating ethnic and British identities." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/94609/.

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British Muslim (BM) teenagers negotiate British and ethnic identities (EIs) against a back drop of discrimination, negative media portrayal and government policies aimed at reducing radicalisation and increasing social cohesion. In addition, expectations from the family are overriding influences for these teenagers and may conflict with the expectations of school. Exploring the experiences of BM teenagers in school is under researched. In particular, there is no research exploring the influence of school for BMs managing dual identities in the UK. The current research aims to address this gap. Interpretative phenomenological analysis (IPA) was employed to explore the lived experiences of BMs attending predominantly white schools. Five themes emerged from the data: experience of negotiating dual identities, psychological adaptation, value of religious identity, the influence of others and school supporting negotiation of dual identity. Teenagers were found to have integrated identities with religion being at the core of their identity. The nature of identity differed for some pupils between home and school. It is argued therefore, that the acculturation strategies adopted are attempts at matching the expectations of the contexts. The implications for educational psychology are also discussed.

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Barriga, Maria Daniela. "Does Race Matter? School Decision Making Among White, Latino, and Polynesian Families." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6833.

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Low-income parents value excellent schools, yet often enroll their children in low-performing schools. The literature is inconclusive when examining how low-income families go through school choice decisions. It is important to understand the school decision-making process among different racial groups because choosing a good school improves later academic outcomes. Choosing a good elementary school is especially important because this is a critical period in a child's development and can affect performance in subsequent educational institutions. I am interested in understanding how race/ethnicity shapes how low-income parents make decisions about schools. Using interview data from an extensive qualitative study, I examine differences and similarities among white, Latino, and Polynesian parents' values of school quality and how they use those values to make school decisions for their children. By keeping social class constant, I delve into racial differences not previously discussed in the literature. I find racial distinctions among values and priorities in school decision-making. Ignoring these differences will create obstacles for policymakers and school administrators attempting to make a quality education available to children who come from disadvantaged backgrounds.

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Aubby, Herjit. "What are the views of white British working class secondary school boys on achievement in school?" Thesis, University of East London, 2010. http://roar.uel.ac.uk/3696/.

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This explorative and descriptive study elicited the views of White British working class secondary school boys on achievement in school, in one Local Authority where the underachievement of these boys was a significant cause for concern. The research questions addressed focussed on identifying the participants' attitudes towards school, self and learning and the factors that appeared to cause the participants to underachieve within the local context. Their views on the barriers and facilitators to their learning were also elicited. This study utilised a mixed methods design involving both quantitative and qualitative methodologies. The views of fifteen boys were elicited using the Pupil Attitude to Self and School (PASS) computer based standardised questionnaire followed by semi-structured interviews. Percentile Factor Scores from the completed questionnaires and Thematic Analysis were used to analyse the quantitative and qualitative aspects of the data respectively. The findings suggested that the participants had a positive attitude towards self and learning. This included their capabilities and motivation as learners to potentially achieve their goals and aspirations, when provided with the appropriate support and optimal learning contexts conducive to their learning styles and needs. In addition, the participants presented themselves as having an ambivalent attitude towards school and were able to identify numerous facilitators and barriers to their learning. There was also a clear consensus amongst the participants about what worked for them in terms of the factors that supported their learning and academic achievement. The majority of them were also able to identify internal and external motivators to their learning. One method suggested for supporting the achievement of these participants so that they are able to reach their potential was to shift thinking from an education deficit model to a strengths based model underpinned by principles of positive psychology. Educational Psychologists (EPs) have a key role to play in supporting this shift.

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Milne, Scott D. "White student responses to increasing racial diversity in the school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39213.pdf.

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Stahl, Garth. "White working-class boys' negotiations of school experience and engagement." Thesis, University of Cambridge, 2012. https://www.repository.cam.ac.uk/handle/1810/290017.

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This thesis investigates how white working-class boys experience social and learner identities in three educational sites. It presents the findings of an in-depth sociological study of teenage boys from one locality in South London, focusing on the practices of ‘meaning-making’ and ‘identity work,’ the boys’ experience and the various disjunctures and commonalities between the social and learner identities. Working-class boys are often presented in homogeneous terms and this study explores the heterogeneity of being a working-class boy and the diversity of their experiences in education. The work is positioned within the debates regarding masculinity in schooling and working-class disadvantage; my focus is on how boys’ ‘lifeworlds’ are created in contrast and in relation to their schooling experience. How boys contend with neoliberal educational processes which are fundamentally about “continually changing the self, making informed choices, engaging in competition, and taking chances” (Phoenix 2004: 229) and the construction of what I call ‘egalitarianism’ was an important homogenous feature in the data. The methodological approach employed is integral to gaining this understanding. I draw on Bourdieu’s signature concepts and theoretical framework in order to understand the complexities and negotiations surrounding reconciling educational success with working-class values. To further my understanding, I also utilise elements of intersectionality questioning, in order to address the interplay between class, gender and ethnicity in the social and learner identities the boys constitute and reconstitute through the various discursive practices in which they participate.

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Makoe, Pinky B. "'Black children in a white school' : language, ideology and identity in a desegregated South African primary school." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019886/.

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This thesis is an account of a qualitative study, which set out to investigate how black multilingual children in their first year of formal schooling are socialised into the cultural practices, particularly the English language practices, and ethos at a former white English medium school in South Africa. This study is interdisciplinary drawing on social theories and poststructuralist epistemology to explore the relationship between ideology, language/knowledge practices and identity. In particular, I consider the discursive construction of English as legitimate language, while other forms of representation are viewed as 'abnormal'. Set in the context of post-apartheid South Africa, the study was located in a desegregated primary school in a suburban area of Johannesburg. Data was collected using ethnographic methods and drawing on the traditions of school ethnography. Qualitative data collection methods included non-participant observation, video recordings of classroom interactions, audio recordings of interviews, and learners' tasks. Forms of discourse analysis, blending approaches from sociology, education and applied linguistics, are used to analyse social interaction as a discursive site where resources are validated and marginalised, and as a site of identity construction. Bourdieu's notions of linguistic capital, linguistic markets and linguistic habitus inform my analysis. The analysis will also be located in Foucault's work, which sets out the constitutive forces, and discursive practices by which identities are constructed and negotiated within institutional contexts. The study reveals that proficiency in English, and access to specific cultural practices associated with English, enables learners with those resources to claim certain identity positions while those who do not have access to them become disadvantaged and marginalised. Despite the linguistically diverse nature of the institution, the school practices, discourse and ethos work toward monolingualism. I argue that the value and legitimacy attached to English plays a significant role in how black multilingual children in year one of schooling imagine themselves as members of this community. Through making visible, the ideological practices and assimilationist activities, especially with regard to dominant language/knowledge, this study hopes to raise questions of inequality and social justice in a society in transformation.

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Pople, Clair Elizabeth. "Gifted Black and Biracial Students at a Predominantly White Gifted School." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2347.

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The underrepresentation of gifted Black and Biracial students is a pervasive problem in and of itself, and indicates a much larger struggle of disproportionality of Black and Biracial students who are not called upon or supported in efforts to meet their academic potential. Therefore, an evaluation of the inequity generated by gifted education is warranted. It is true that the majority of gifted programs are often predominantly White. Accordingly, Black and Biracial students who qualify for gifted programs may face unique challenges in their development of racial identity and their socio-emotional health. Using ethnographic techniques, this case study explored the ways that Discovery School, a predominantly White gifted school (PWGS), addresses race. It asked how Black and Biracial students at Discovery School understood themselves as racial beings. The fundamental research questions that guided this study were: (1) how is race addressed at a PWGS, and (2) how does a student of color feel Otherness at a PWGS? The case study was designed, and findings were analyzed, through the theoretical lens of critical race theory. Data was collected through several means, including interviews, surveys, direct observation, and email prompts. Interviews were conducted with four gifted students of color, three teachers, and three parents. Surveys were sent home for student participants and their parents to fill out together. Teachers and administrators were asked to complete two email interview questions. Throughout the data collection, I frequently observed students learning and playing at the school and recorded field notes. Findings indicate that: 1. Talented and gifted students thrive in programs that are uniquely tailored to meet their advanced academic and cognitive needs. 2. Policies and inadequate communication act as barriers for gifted Black and Biracial students. 3. Within a positive educational community, racial microaggressions- including the silencing of racial dialogue and individual bullying- exist. The results of this study suggest that Discovery School operates in ways that benefit the participants of the study. Overall, the student participants (and most parent participants) were satisfied with their experiences at Discovery School. Additionally, results indicate that Discovery School could strengthen their program with a commitment to diversifying the student population and implementing culturally responsive pedagogy and antiracist practices that change the consciousness of education professionals and offer support systems for gifted Black and Biracial students, and develop curriculum that is more reflective of students of color.

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Houston, Ramona Allaniz. "African Americans, Mexican Americans, and Anglo Americans and the desegregation of Texas, 1946-1957 /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992818.

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Smith, Debra Elaine. "The Lived Experience of African American Parents of Middle School Boys at a Predominantly White Elite Private School." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/cps_diss/30.

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ABSTRACT THE LIVED EXPERIENCE OF AFRICAN AMERICAN PARENTS OF MIDDLE SCHOOL BOYS AT A PREDOMINANTLY WHITE ELITE PRIVATE SCHOOL by Debra Elaine Smith Parental involvement has been associated positively with school success across ethnic groups (Hong & Ho, 2005). Yet, some African American parents were found to be more alienated from school than were White parents (Abrams & Gibbs, 2002). One of the most consistent findings in educational research is the underachievement of African American males (Lee, 2003), and a recent report chronicled the pervasive and systematic failure of public schools to educate African American males (Schott, 2008). In the southeastern region, only 40% of African American males graduate from high school (Schott); however, in the post-Civil Rights era, advances in racial equity in education and other arenas of society have created a growing African American middle class (McKinnon, 2003). The southeast region has the largest percent of affluent African Americans (Miller, 2002), and a growing number of these upper middle class African American parents are sending their children to private schools because they are dissatisfied with the lack of rigor in the public school experience (Freedman,2004). This is a new phenomenon that warrants study. Currently, there are no empirical studies on middle class African American parents who send their children to private schools. The purpose of this study was to explore the ways 12 African American couples of middle school boys experience a predominantly White elite private school. To undertake this qualitative investigation, a phenomenological approach incorporating grounded theory was utilized. This research approach is well suited for exploratory investigation of phenomena that are not yet clearly defined within the literature (Creswell, 1998). Data were collected from the couple interviews, focus group, demographic information, and reflexive journal. Five overarching themes emerged from the analysis of the data: better opportunity/brand, parental connection, selective engagement, parental struggle, and parental marginalization. These results are informative and significant to research and practice. Ultimately, it is hoped that this study may contribute to the efforts of providing a quality education to African American male students and satisfaction to their parents in the areas of diversity and inclusion at predominantly White elite private schools.

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Gaine, Christopher Charles. "Working against racism in largely white areas : sites, themes and outcomes." Thesis, King's College London (University of London), 1996. https://kclpure.kcl.ac.uk/portal/en/theses/working-against-racism-in-largely-white-areas--sites-themes-and-outcomes(f334d061-e4f0-4690-ad19-444648daa997).html.

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Siner, Pat. "UTILIZING PERSONAL RELATIONSHIPS IN DEVELOPING OPTIONAL FORMATS FOR ALTERNATIVE SCHOOL PROGRAMS." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188132.

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This study focused on a single alternative school program with a strong outdoor component and featuring a theoretical and practical orientation very much concerned with personal relationships. Data were sought regarding this program with the intent of developing possible formats for alternative school programs. The case study approach was employed to gather and report data. It permitted the investigator to observe, interact, and record the multiple phenomena. The Theory of Personal Process was the framework utilized to observe the relationships between student and teacher. This theory was made up of five key words: (1) Contact, (2) Consult, (3) Find, (4) Share, and (5) Accompany. The study detailed the personal school relationships of the students and teacher. The investigator, as participant/observer, was the instructor of each of the five students. The investigator maintained records of interaction with the students. Furthermore, he had access to journals, term papers, and other written materials produced by the students. Each case study was presented as a specific phase of the alternative school. A specific student was described as he interacted with others in that phase of the program. The description of the student's relationship with the teacher was also correlated to the Theory of Personal Process. Optional formats for alternative school programs were developed from the case studies. The program featured the following phases: (1) Orientation, (2) Group, (3) Outdoor Experiences, (4) Classroom, (5) Creativity, and (6) Community. The key to the success of each phase was determined to be the relationship between the teacher and student. This relationship fostered a support basis for the student which, in turn, provided the necessary freedom to learn. The school was not so much an educational unit as it was a social unit, a "family."

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Nash, Erika Raissa. "Black female student's experiences in a predominantly white high achieving suburban school implications for theory and practice /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2009. http://etd.umsl.edu/r4101.

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Poskanzer, Ethan J. "The depth of the river : student matriculation decisions and the black-white college completion gap." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/126958.

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Thesis: S.M. in Management Research, Massachusetts Institute of Technology, Sloan School of Management, May, 2020
Cataloged from the official PDF of thesis.
Includes bibliographical references (pages 32-35).
In the United States, black college students are less likely to graduate than white students, which has lead many to argue that the "climate" at colleges and universities is not conducive to black students' success. However, another factor may also be important: an insufficient pipeline of college-ready black high school graduates. The process through which students select colleges can lead this insufficient pipeline to be reflected as a black-white completion gap within a given college even if all black and white admitted students are equally likely to complete college. Highly college ready black high school graduates are likely to receive more offers of admission than white peers and are less likely to attend any given college, leading black matriculents at a given college to be less college ready on average than white classmates. With data on the full set of admits and matriculants at a US college, we observe a black-white completion gap with matriculants but estimate that no such gap would occur if every admitted student chose to matriculate. This implies that a completion gap could be generated solely through black and white students' matriculation decisions and ensuing differences in college readiness.
by Ethan J. Poskanzer.
S.M. in Management Research
S.M.inManagementResearch Massachusetts Institute of Technology, Sloan School of Management

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Hogue, Samuel F. "Perspectives of White/non-Hispanic male superintendents of majority-Hispanic school districts in Texas." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Henry, Elizabeth E. "Halting White Flight: Atlanta's Second Civil Rights Movement." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/history_diss/31.

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Focusing on the city of Atlanta from 1972 to 2012, Halting White Flight explores the neighborhood-based movement to halt white flight from the city’s public schools. While the current historiography traces the origins of modern conservatism to white families’ abandonment of the public schools and the city following court-ordered desegregation, this dissertation presents a different narrative of white flight. As thousands of white families fled the city for the suburbs and private schools, a small, core group of white mothers, who were southerners returning from college or more often migrants to the South, founded three organizations in the late seventies: the Northside Atlanta Parents for Public Schools, the Council of Intown Neighborhoods and Schools, and Atlanta Parents and Public Linked for Education. By linking their commitment to integration and vision of public education to the future economic growth and revitalization of the city’s neighborhoods, these mothers organized campaigns that transformed three generations’ understanding of race and community and developed an entirely new type of community activism.

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Thao, Gaunou Y. "An examination of reasons students do or do not use counseling services a comparison of minority and white students /." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005thaog.pdf.

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Cheng, Can. "Parental Involvement and Child Achievement in School Among Interracial Marriage and Same-race Marriage: Comparison of White-White, Asian-Asian, and White-Asian Families." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5938.

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Does the parental involvement of interracial families have different effects on children's academic achievement compared to same-race families? This study compares parental involvement in children's education and the academic outcomes of White-Asian families and White and Asian families. Five dimensions of parental involvement are examined: educational expectations, school involvement, home involvement, parental control and parental social networks. Based on data from The Early Childhood Longitudinal Study, generalized estimating equations (GEEs) are used to analyze the variability of academic achievement produced by the interaction of involvement dimensions and family types. Asian mother-White father families rank the highest in most forms of involvement. They are most active in school and most frequent in interacting with their child at home, and they also show the highest level of contacts with parents of their child's friends. However, only home-based involvement is a stronger predictor of reading scores compared to White parents families. Asian parents generally expect their child to go much further in school and tend to express higher levels of parental control. But it is home involvement that has a stronger effect on reading achievement while school involvement is a stronger predictor of math achievement. Although White parents have the lowest educational expectations for their children, their expectations and school involvement tend to have stronger effects on children's reading achievement. What improves educational attainment for children from White mother-Asian father families is not significantly different from other families.

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Long, Christina G. "Riverfront Girls Making the Transition to High School." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/69686.

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Educational Administration
Ed.D.
The purpose of this one-year ethnographic study was to explore and make meaning of the "lived reality" of white working-class girls from Riverfront who are at risk for dropping out as they make the transition from eighth grade to ninth. The focus on white working-class girls from Riverfront, a deindustrialized neighborhood in the Northeast, reflects the fact that they are one of the many subgroups vulnerable to dropping out. While large quantitative studies are providing us with information abut who drops out, when they drop out, and the "official" reason based on school codes, the voices and views of students are glaringly absent. This study provides an in-depth account of seven girls as they make the transition to high school, employing the methodology and analytic techniques of ethnography. Situated in the context of class, the study explored how these girls and their families made decisions, and investigated their beliefs, feelings and behaviors during this critical year. The study found that the girls' lives and educational experiences sharply diverged after they left their neighborhood elementary school and spread out to various high schools. The girls who attended magnet and other selective schools increased their chances to realize their potential as these schools were far superior in terms of offering students curricular, pedagogical and environmental advantages that would prepare them for higher education and well-paying jobs. In contrast, the girls who went to neighborhood schools further increased the likelihood that their economic position would remain stagnant, as the schools they attended were poorer in every respect from teacher quality to curriculum and classroom environment. While the neighborhood negatively impacted the education of these working-class girls, the influence of their families varied. Families that had social and cultural capital transmitted many advantages to their daughters, while the poorest and most socially excluded families unwittingly perpetuated poorer life outcomes for their daughters.
Temple University--Theses

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Bridge, Howard David. "An assessment of interactive white boards in Lancaster Community Schools." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009bridgeh.pdf.

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James, Dena. "Exploring Classification of Black-White Biracial Students in Oregon Schools." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12978.

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Multiracial children constitute one of the fastest growing racial groups in the United States. However, biracial children, in particular Black-White biracial children, often are not recognized in the educational system. For instance, the current classification of Black-White biracial students in the state and federal educational systems is not disaggregated and does not allow for analyses of educational outcomes for this population. Not only is this population invisible in state education data, the demographic data at the school level often fail to represent this population. Not acknowledging multiple heritages dismisses the identity and experiences of students who are multiracial and thus symbolically negates a part of who they are. Additionally, multiracial students may be classified in a single category by administrators for the purposes of schools and funding. This study offers the perspective of administrators and current state and federal policies on this issue as applied to Black-White self-identified children and describes the complexities and relevance of addressing multiracial policies in educational systems. An ecological theoretical framework is used to explore four research questions in this area. Data were collected from seven school district administrators across Oregon through semi-structured interviews and document analysis. Relationships in the data between responses and procedures from the seven sampled school districts are examined. Results suggest that across the seven school districts in this study, implementation of the policies and procedures of racial and ethnic categorization varied substantially. Furthermore, even though this revised race and ethnicity reporting policy was in part created to more accurately represent the multiracial population, it may actually be obscuring the multiple identities of these students. Detailed policy implications are discussed in further details in the Conclusions chapter.

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Weiner, David. "The effect of school desegregation on black and white youth homicide victimization rates." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4276.

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Erasmus, Petro. "The accommodation of the black grade nine learner in a traditionally white school." Thesis, Pretoria : [s.n.], 1999. http://upetd.up.ac.za/thesis/available/etd-11062006-165734.

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Ali, Shama. "The parenting dimensions of British Pakistani and White mothers of primary school children." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445296/.

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Educational Psychologists (EPs) need to prepare to work with parents in line with the British Government's push towards providing universal support centred around schools, (Department for Education and Skills, DfES 2003). Moreover, studies in the USA have shown there to be a link between parenting styles/practices and children's social competence (Kennedy, 1992). Without knowing whether these findings can be generalized to British populations, EPs will have limited guidance into planning and delivering parenting programmes. This study therefore sets out to investigate the parenting dimensions (styles and practices) of British Pakistani and White populations. Thirty-four British Pakistani and 34 White mothers of primary aged children between the ages of 7 and 11, comprising equal numbers of males and females participated with English and Urdu versions of questionnaires being posted to their homes. Participants were recruited via their child's head teacher releasing the addresses of Pakistani and White mothers who had a child attending key stage 2 of the same school. Before the administration of the Parental Dimensions Inventory - Short Version (PDI-S), (Power, 2002), which was developed in the USA, it was piloted and adapted for use with British Asian and White populations. The Strengths and Difficulties Questionnaire (SDQ) (Goodman, 1997), also completed by mothers, was used to assess children's social difficulties. There were more similarities than differences between the parenting dimensions of Pakistani and White mothers. However, Pakistani mothers reported 'following through on discipline' more than White mothers. Responses to the PDI-S were not found to differ by child's gender. In addition, the more Pakistani mothers reported employing the 'inconsistency' parenting dimension and White mothers reported 'letting the situation go', the more they reported their children had social difficulties. Implications for theory, research and EP practice are discussed.

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Demmings, Jessica Lynn Turpin. "A Further Investigation of Interethnic Friendship among High School Age Adolescents: Ethnic Prejudice, School Interracial Climate, and the Acting White Accusation." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1322423597.

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Jones, Sidney Jr. "Untold Narratives: The Experiences of Black Teachers in Predominantly White Schools." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479119297578599.

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Lai, David Andrew. "UP IN THE BALCONY: WHITE RELIGIOUS LEADERS AND SCHOOL DESEGREGATION IN ARKANSAS, 1954-1960." UKnowledge, 2012. http://uknowledge.uky.edu/history_etds/5.

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This paper examines the various responses of progressive white southern clergy to school desegregation events in Arkansas. I investigate why no major white clerical movement emerged to support civil rights, arguing that internal and external factors limited their genuinely motivated witness. National and local clergy endorsed Brown for both religious and practical reasons, arguing that segregation was counter to Christian brotherhood and hurt worldwide evangelism. However, like William Chafe’s progressives in Greensboro, too many clergy worked for school desegregation but ignored African American voices, believing that their demands unnecessarily inflamed the local opposition and unfortunately urged patience and civility instead of justice. Furthermore, clerical intervention proved to be less effective than ministers expected. Sympathetic clergy experienced physical harassment and congregational opposition for speaking out, and local communities simply ignore their messages.

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Newman, Kevin. "A sense of belonging creating a multicultural environment in a predominantly White independent school /." Diss., Restricted to subscribing institutions, 2005. http://proquest.umi.com/pqdweb?did=921046431&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Jenkins, Tiffany A. "The educational experiences of African-American adolescents in a predominantly white suburban school district." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180533470.

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Harden, Roderick Wayne Sr. "Black Male - White Teacher| The Voices of African American Males in a Suburban Middle School." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155658.

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Because African American males are being educated in suburban environments where they are not performing as well as their White peers, this study sought to understand how these males make meaning of being educated with primarily White teachers in suburbia and to understand how they perceive their teachers' efficacy and expectations. (Abstract shortened by ProQuest.)

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Lachman, Macey W. "A Problematic Yet Necessary Effort| White Women in Student Affairs and Anti-Racist Allyship." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749935.

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As overt acts of racism are becoming increasingly visible and publicized on college campuses, institutions may be tasked with addressing issues around hate speech or racist marches. Meanwhile, white supremacy covertly impacts institutions through biased policies and practices. In this context, student affairs professionals can either perpetuate or combat racism. This study examined how 10 white women working as mid-level student affairs professionals in highly diverse institutions in Southern California made meaning and engaged in anti-racist allyship. The findings were organized along four themes: perceptions of campus climate at diverse institutions, developing white racial consciousness, efforts toward anti-racist allyship, and complexities of white allyship. Participants noticed the impact of historical and geographical contexts, and they identified aspects of climate specific to their institutions. They described the process of developing racial consciousness in a cyclical way, and they understood anti-racist allyship as advocacy. The complexities of white allyship included role confusion, difficulty identifying racism, white privilege, and the consequences of allyship. Emerging from this theme, a conceptual model of white anti-racist identity development is proposed. Recommendations for policy and practice include revision of the ACPA and NASPA (2015) social justice and inclusion competency, increased professional development opportunities around racial justice, and the inclusion of research on racial identity development and disrupting white supremacy in graduate degree programs. Recommendations for future research are also provided.

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Brady, Christopher E. "White Students in Urban Schools: The Unheard Voice in the Achievement Gap." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1364434229.

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Coleman, Dana Adams. "The Schooling Experiences of African American Males Attending Predominately White Independent Schools." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10691113.

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This dissertation seeks to examine the schooling experiences of African American males attending predominately White independent schools in California. Using Critical Race Theory as a theoretical framework and the factors contributing to schooling experiences, this qualitative research explores the role of student self-perception, teacher expectations, and parent involvement as contributing factors to participants overall schooling experiences. Utilizing counterstorytelling as a means of capturing the rich narratives shared by the participants, data analysis included holistic content coding based on themes that emerged from narrative examination. Findings indicate how parent involvement became the overarching critical component that was most significant in positive schooling experiences for Black males. These findings also support the need to continue to examine the shortage of literature examining the schooling experiences of Black males in predominately White independent schools.

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Shine, Anthony M. "Examining interactive White Boards and the education of new literacies in an elementary school classroom." Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538517.

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The purpose of this case study was to research the use of technology in a fourth grade elementary school classroom, to understand educational methods that promote the cultivation of 'new literacy' and the effective knowledge and use of Interactive White Boards. Data were collected through in-classroom participant observation and field notes in addition to a semi-structured qualitative interview with the classroom teacher. The research results align with the current literature on the use of Interactive White Boards and 'new literacy' highlighting practices promoting or altering classroom interactions and barriers that must be overcome to educate students effectively in a digital age. This study contributes to current literature regarding 'new literacy' in modern classrooms and how to integrate these practices. Research in this field benefits teachers and students affected by ever-advancing technology and the social dynamics in a classroom that may be altered by new and future tools.

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Gardner, N. "“We Have the Power”: Youth, Racial Equity, and Policy in a Predominantly White High School." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24544.

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Keywords: education policy, racial equity, youth, student voice, power relations The confluence of racial equity work – where district policy, students, staff, and administrators converge – creates significant tensions when enacting an educational racial equity policy that is intended to produce meaningful and transformative racial equity for all students. It is not only critical to analyze how educational policies conceptualize race and equity in relation to students’ experiences in schools, but also how students are positioned as recipients, stakeholders, and/or partners within such policies. This study examines the effects of power “at its extremities” when policy, race, and equity are localized in relation to beliefs, actions, and behaviors between students and adults enacting racial equity work. Using student focus groups with students of color and white students, participant observations from positions as a teacher/researcher, the research considers Foucault’s (1980; 1994) work on power to examine how students identify, engage, and address racial equity issues in their school. Educational equity policies discursively constitute racial inequities by defining “racial equity” from positions outside of schools, away from the very places where policies are enacted. The study explores how students of color and white students navigate tensions between themselves, administrators, and staff members as they organized a student-led racial equity club then leadership class to address racial inequities in a predominantly white high school. Despite the implementation of a six-year District racial equity policy, students’ “lived experiences” questioned enactments of the policy by administrators and staff members (see Dumas, 2014). The study argues meanings about race and equity are caught within “divergent discourses” (see Ball, 2013); that is, who is allowed to participate in conversations about race and equity, and who decides what racial equity issues take precedence in a predominantly white high school. Students are positioned in schools in unstable and contested ways to administrators and staff members, even if invited to participate in racial equity work as “student voice.” The concept of “student voice” in school-based decisions or policy work has inherent tensions between adults and students, however this should not dissuade policy processes that include students. Student involvement is strongly, but cautiously encouraged.

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Dissertations / Theses on the topic 'Whitby School'

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