Date of Award
5-2021
Degree Type
Dissertation
Degree Name
Doctor of Education
Department
Secondary Education and Educational Leadership
First Advisor
Ali Hachem, Ph.D.
Second Advisor
Freddie L. Avant, Ph.D.
Third Advisor
Patrick M. Jenlink, Ed.D.
Fourth Advisor
Brian Uriegas, Ed.D.
Abstract
This research study aimed to understand how successful Texas educators who grew up in poverty understood and improved the educational experience of economically disadvantaged students. This study utilized a structural ecological theory and three theories of social relationships (Social Identity, Standpoint, and Cultural Capital). This phenomenological and qualitative study used a cross-sectional, descriptive, online case study design rooted in narrative nonfiction. Virtual interviews with six successful Texas educators that grew up in poverty were conducted. A narrative method of analysis was utilized to generate codes then organize them into themes, and to construct and compare the narrative findings. The results of the study demonstrated that poverty has many adverse effects resulting in both out-of-school and in-school challenges for children. These challenges crossed 11 dimensions. This study reported coping mechanisms that were exhibited by the students and their stakeholders. Controlling themes across each participant’s narrative were isolated and discussed.
Repository Citation
Morris, Rebecca N., "K-12 Economically Disadvantaged Students, Poverty, and Education: Ecological Narratives of Successful Raised-In-Poverty, Texas Educators" (2021). Electronic Theses and Dissertations. 360.
https://scholarworks.sfasu.edu/etds/360
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
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