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Critical Race Analysis of the Inclus...

Baggett, Hannah Carson.

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Critical Race Analysis of the Inclusion of Historically Marginalized Students in World Languages: L'Egalite des Chances? .

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Critical Race Analysis of the Inclusion of Historically Marginalized Students in World Languages: L'Egalite des Chances? ./
作者:	Baggett, Hannah Carson.
面頁冊數:	261 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710566
ISBN:	9781321865479

Critical Race Analysis of the Inclusion of Historically Marginalized Students in World Languages: L'Egalite des Chances? .
Baggett, Hannah Carson.

Critical Race Analysis of the Inclusion of Historically Marginalized Students in World Languages: L'Egalite des Chances? . - 261 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--North Carolina State University, 2015.

The purpose of this multi-phase, mixed methods study was to explore the extent to which World Language classes function as sites of inclusion for historically marginalized students. In Phase I, middle school and high school World Language enrollment data from four, large, Southeastern school districts was analyzed. Results indicated that African American and Latino male students were significantly underenrolled. In Phase II, survey data was collected from 188 practicing World Language teachers. Findings from cluster analyses and MANOVA indicated that teachers' orientations towards diversity varied systematically: three clusters held orientations that appeared to perpetuate status quo education for students of color and other historically marginalized student groups, and one cluster held beliefs that appeared to be more inclusive. In Phase III, interviews were conducted with five practicing World Language teachers. Findings indicated that four of the five participants appeared to typify the cluster orientations identified in earlier analyses. Integrated findings indicate that World Languages appear to exclude certain groups of students systematically, and these findings support central tenets of Critical Race Theory in education. Implications for policy, teacher preparation, and professional development are discussed.

ISBN: 9781321865479Subjects--Topical Terms:

3172512
Foreign language education.

Critical Race Analysis of the Inclusion of Historically Marginalized Students in World Languages: L'Egalite des Chances? .
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