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Race Still Matters: An Analysis of Paradoxes in an Urban Middle School

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Abstract:

This study focused on the actions and relationships among educators, which promoted an environment of failure or success for African American students. I examined the perspectives of teachers and administrators as related to pedagogy and practice in a Midwestern urban middle school. A case study design was employed in this study of an urban middle school. One on one interviews with teacher and administrators were conducted along with observations in classrooms, and analysis of relevant documents. The data was organized into themes. From this point, a grounded theory approach in the analysis of subsequent data within a constant comparative process was used. Emergent areas included challenges related to leadership, pedagogy, and relationships within an urban school in an era of heightened accountability.
Additionally, I examined the overt and covert role race played in the school’s activities and daily existence. Although it was obvious that the student population was primarily students of color, a culture of being able to openly discuss race-related issues was absent. It seemed as if most conversations were immersed in a race-neutral rhetoric that tried to encourage academic excellence, but without a critical eye on equity. In this paper I will also comment on the social history that allowed a race-specific dialogue in a pre-Brown era and diminished it in the post-Brown era.
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Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p377032_index.html
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MLA Citation:

Beachum, Floyd. "Race Still Matters: An Analysis of Paradoxes in an Urban Middle School" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p377032_index.html>

APA Citation:

Beachum, F. "Race Still Matters: An Analysis of Paradoxes in an Urban Middle School" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p377032_index.html

Publication Type: Symposium Paper
Abstract: This study focused on the actions and relationships among educators, which promoted an environment of failure or success for African American students. I examined the perspectives of teachers and administrators as related to pedagogy and practice in a Midwestern urban middle school. A case study design was employed in this study of an urban middle school. One on one interviews with teacher and administrators were conducted along with observations in classrooms, and analysis of relevant documents. The data was organized into themes. From this point, a grounded theory approach in the analysis of subsequent data within a constant comparative process was used. Emergent areas included challenges related to leadership, pedagogy, and relationships within an urban school in an era of heightened accountability.
Additionally, I examined the overt and covert role race played in the school’s activities and daily existence. Although it was obvious that the student population was primarily students of color, a culture of being able to openly discuss race-related issues was absent. It seemed as if most conversations were immersed in a race-neutral rhetoric that tried to encourage academic excellence, but without a critical eye on equity. In this paper I will also comment on the social history that allowed a race-specific dialogue in a pre-Brown era and diminished it in the post-Brown era.


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