Dissertations / Theses: 'Marginalised students'

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Frost, Helen. "Promotional approaches to undergraduate recruitment for marginalised courses and marginalised students." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/43236/.

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This research challenges the norms of undergraduate recruitment promotion practice responding to political, economic, social and technological drivers in a competitive environment. The practical problem is defined from a marketing practitioner standpoint working with core approaches which do not represent nuanced subject and audience needs, instead leaving them on the margins of the institutional recruitment offer. Marginalised students are represented by those who did not attend private or high-achieving state schools, including, but not restricted to, those identified by widening participation policy. Marginalised subjects are represented by selected arts and humanities courses without overt links to specific professions. These aspects of marginalisation triangulated from an elite institution perspective create a framework for investigating the problems created by core promotional practice, and for developing solutions. The use of a case study supported by design-based research methods allows for practical research outputs in a live environment. Mixed methods are employed to gather data from a small sample of insider sources (nine students and seven tutors) and general public sources (1,923 online reader responses to 31 news articles and forum posts). The insider and public accounts provide an alternative marketing intelligence corpus to normative large-scale quantitative data. This is used to inform design principles incorporated into a prototype package of three promotional resources and a sustainable strategy. The success of the challenge to promotional practice norms materialises not simply through public-facing practical solutions as initially anticipated, but also though the collaborative processes of the enquiry, improving professional relations between marketing administrative and academic staff. The alternative approaches realised through this research can be summarised as a move towards small-scale market intelligence gathering and resource production to meet the nuanced needs of marginalised subjects and audiences, and an alteration to professional practice which acknowledges academics as marketing partners. These outputs are now employed within routine practice within the boundaries of the original study, and have the potential to be generalisable through wider discussions among HE marketing practitioners.

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Bland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16434/1/Derek_Bland_Thesis.pdf.

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Educational disadvantage, long recognised as a factor in determining post-school options, manifests in forms of marginalisation from and resistance to education, and in under-representation in tertiary education. Moreover, while student voice is becoming a more normalised aspect of decision making in schools, marginalised students have limited opportunities to participate in education reform processes. The practice of "students as researchers" (SaR) extends student voice through engaging students in researching the educational issues that directly affect them and inviting participation in pedagogical and school reform issues. In this research, I examine the application of an SaR model with marginalised secondary school students, and the outcomes for the participants and their schools. The Student Action Research for University Access (SARUA) project provides the site of my empirical investigation. The research is informed by two complementary lines of theory: Habermasian critical theory, which provides the framework for participatory research, and Bourdieuian social reproduction theory, which scaffolds the aims of empowerment underlying SaR. These theories are extended by a theory of imagination to take account of difference and to establish a link to post-modern considerations. I employed a participatory action research methodology to investigate changes in the students' awareness of post-school options, their aspirations regarding tertiary study, and the development of related educational skills as a result of their participation in the project. The principal findings from the research are that the SARUA model provides an effective medium for the empowerment of marginalised students through engagement in meaningful, real-life research; that participant schools are positioned to benefit from the students' research and interventions when school and student habitus are in accord; and that the SARUA model complements current pedagogical reforms aimed at increasing student engagement, retention, and progression to higher education.

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Bland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16434/.

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Educational disadvantage, long recognised as a factor in determining post-school options, manifests in forms of marginalisation from and resistance to education, and in under-representation in tertiary education. Moreover, while student voice is becoming a more normalised aspect of decision making in schools, marginalised students have limited opportunities to participate in education reform processes. The practice of "students as researchers" (SaR) extends student voice through engaging students in researching the educational issues that directly affect them and inviting participation in pedagogical and school reform issues. In this research, I examine the application of an SaR model with marginalised secondary school students, and the outcomes for the participants and their schools. The Student Action Research for University Access (SARUA) project provides the site of my empirical investigation. The research is informed by two complementary lines of theory: Habermasian critical theory, which provides the framework for participatory research, and Bourdieuian social reproduction theory, which scaffolds the aims of empowerment underlying SaR. These theories are extended by a theory of imagination to take account of difference and to establish a link to post-modern considerations. I employed a participatory action research methodology to investigate changes in the students' awareness of post-school options, their aspirations regarding tertiary study, and the development of related educational skills as a result of their participation in the project. The principal findings from the research are that the SARUA model provides an effective medium for the empowerment of marginalised students through engagement in meaningful, real-life research; that participant schools are positioned to benefit from the students' research and interventions when school and student habitus are in accord; and that the SARUA model complements current pedagogical reforms aimed at increasing student engagement, retention, and progression to higher education.

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Walls, Chad Alan. "Using the views of marginalised students about effective teaching." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/using-the-views-of-marginalised-students-about-effective-teaching(02f64f2d-14e8-4bea-ab56-5b2b14cdff9e).html.

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Schools often find problem behaviour difficult to address due to an overabundance of research and methods in this area. For a variety of reasons, wavering on this matter is based on multiple reform initiatives that compete and intersect. A solution to this indecisiveness finds a high proportion of adolescents, who are considered to be deviant by their teachers, excluded from mainstream classes and placed in alternative learning environments. These placements promise academic intervention, but tend to only address issues of self‐esteem through behaviour modification. As a result, these students remain in a skills‐deficit position that threatens their self‐esteem and provokes their original deviance. The study reported in this thesis considers this issue and its relationship to student voice. In so doing, it challenges exclusion as a way of addressing negative behaviour by looking at school experiences from the perspectives of students considered to be deviant to discover and examine the common places where they have found success.Bearing this argument in mind, this one-year study set out to find areas in a school in the United States that students labeled with a behaviour difficulty might identify as positive learning environments. The specific focus was designing and implementing a methodology that used action research to more accurately identify literature to address the specific needs and concerns of the students under scrutiny. It used school tours to help participants identify areas of success, as a basis for interviews, and as a direction for teacher observations. The voices of these marginalized students produced common categories that identified possible paths to reform. They were able to identify several successful components of lesson planning and general concerns that challenged the school’s culture. The implications of these findings are a significant step forward to what we know about the workings of inclusive classrooms, the teachers who find success in them, and how students come to be labeled with a behaviour difficulty.

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Jones, Tom. "A social model of learning constructed from the perceptions of marginalised art and design students." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10020794/.

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A social model of learning is proposed on the basis of findings from an investigation conducted in order to understand the learning experiences of some institutionally marginalised students within the art and design sector of post-16 British education. The research thus contributes to the growing body of generic knowledge about student experience and forms a significant addition to the limited number of studies of learning experience specific to art and design. The focus of research and the researcher's professional interest in art and design combine to determine an eclectic and researcher inclusive approach to the methodology. Juxtaposing institutional practice in post-16 art and design with theoretical precepts drawn from the wider field of education for adults shows that marginalisation is a social rather than academic phenomenon. It also reveals a paucity of studies about student learning experience in the sector, thereby providing a rationale for conducting a systematic investigation. Phenomenological analysis of accounts provided by marginalised students shows that they explicitly construct learning as a holistic experience of continuously coping with diverse practical circumstances and conflicting ideas in a dynamic of changing self-perceptions. On these grounds, the findings from this investigation are hypothesised as a social approach to learning. Following substantiation by juxtaposition with established theoretical positions and comparable studies of practice, the hypothesis is proposed as a social model of learning. It is argued that under current circumstances the approach of students hitherto marginalised in art and design is likely to become typical of most future students in the sector. Deploying the social model of learning in conjunction with the liberal apprenticeship model typical of art and design institutions would therefore enable the sector to respond more effectively and positively to challenges posed by the prevailing socio-economic circumstances and government imperatives to widen participation.

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Newton, Steven John. "Resisting education: A capital idea." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/125534/1/Steven_Newton_Thesis.pdf.

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This study examines an alternative education program for students displaying challenging behaviours in mainstream schools in Queensland. It identifies how some students are disempowered in both mainstream schools and alternative education and how this leads to ongoing challenging behaviours. This thesis draws on Bourdieu's theories of habitus, cultural and social capital as well as resistance theory (Willis, 1977) and identifies a novel capital termed as justice capital as an unrecognised resource with the potential to empower these students to achieve greater educational success. The study concludes that providing effective alternative education pathways necessitates providing educational experiences that empower these students.

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Slaney, Jaime D. "Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108821.

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Thesis advisor: Lauri Johnson
This qualitative case study, part of a larger group study about how leaders support marginalized student populations in a Massachusetts school district, explored how leaders develop and maintain cultural awareness and self-reflection for themselves and for their teachers. The study asked: 1) How, if at all, does the leader develop and maintain critical self-reflection to support marginalized populations? And 2) What leadership practices does the leader enact, if at all, to engage teachers in cultural awareness and self-reflection? Data was gathered and analyzed from 20 semi-structured interviews, including the superintendent, two assistant superintendents, director of bilingual education, two secondary level principals, two elementary level principals, and 12 teachers, and document reviews. Findings indicate that almost all of the leader participants exhibited cultural awareness and reflectiveness which was attributed to either feeling marginalized themselves, or through childhood and professional experiences. Leaders utilized a variety of leadership practices to maintain their awareness, engage in self-reflection, and create more equitable environments for marginalized students, but these practices were not consistent, embedded, or persistent. Implications of this study reveal that district and school leadership practices to enact cultural awareness and self-reflection of leaders and teachers are critical to effectively address inequities and to support marginalized students
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Soria, Luis Ramirez. "Leadership Practices that Support Marginalized Students: District and School Leaders' Support for LGBTQ Youth." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108822.

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Thesis advisor: Lauri Johnson
Lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth are a marginalized student population in school settings. The purpose of this qualitative case study was to examine whether and how district and school leaders’ knowledge, attitudes/beliefs, and practices regarding LGBTQ students affected school policies for advocacy, anti-discrimination, and proactive care for this marginalized population. It was part of a larger group case study of how leaders support marginalized students in a Massachusetts urban school district. Data was gathered and analyzed from eight semi-structured interviews, document reviews, and observation of a student organization meeting. Results showed that leaders created and sustained safe environments in schools for LGBTQ youth, made efforts to urge the normalization of LGBTQ advocacy and discourse, and afforded opportunities for LGBTQ student-led activism. The study also found that district and school leaders need to further their systemic efforts toward establishing and implementing inclusive LGBTQ curriculum and instruction. Implications of this study reveal that district and school leadership practices must be explicitly designed, implemented, and sustained in order to effectively support LGBTQ youth
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Kaufmann, Shayla. "Marginalized students accessing museum art education programs." Thesis, Boston University, 2014. https://hdl.handle.net/2144/21185.

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Thesis (M.A.) PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
For many years as an art educator, this researcher, has observed, the positive impact an art education program can have on a variety of different student populations. All students deserve access to a meaningful art education. It has been shown that developing brain health and looking at art is beneficial for the human mind. Scientists in collaboration with artists have recently shown, through Computed Axial Tomography (CAT scans) something that we already knew (or suspected), from our own experiences; making and looking at art is positive for human cognition. According to Professor Semir Zeki, Chair of the Neurasthenics Department at University College London: (1999, p.187). Inner Vision: An exploration of art and the brain: "What we found is when you look at art – whether it is a landscape, a still life, an abstract or a portrait – there is strong activity in that part of the brain related to pleasure. We put people in a scanner and showed them a series of paintings every ten seconds. We then measured the change in blood flow in one part of the brain. The reaction was immediate. What we found was the increase in blood flow was in proportion to how much the painting was liked. The blood flow increased for a beautiful painting just as it increases when you look at somebody you love. It tells us art induces a feel-good sensation direct to the brain." This thesis will not be examining the positive impact art has on the brain; it is referred to in order to acknowledge the fact many artists and art appreciators already know: Looking at art is a valuable thing, and art education is important for developing minds. This thesis will examine the bridge between art museum programs and marginalized student populations. These are the students who have Individualized Education Programs (IEP’s), or those for whom English is a second language and who may live in low-income urban communities. It will also examine what museum-based art education programs can provide to this population of youth. In the Wall Street Journal, as cited by (Winner, Goldstein, and Vincent-Lancrin, 2013, p.18) the former chairman of the National Endowment for the Arts, Rocco Landesman offers pointed remarks when arts education comes up: "Some students don’t fit the No Child Left Behind regime and other subjects don’t inspire them. Talented but offbeat, they sulk through algebra, act up in the cafeteria, and drop out of school. The arts 'catch' them and pull them back, turning a sinking ego on the margins into a creative citizen with 'a place in society.'" Museums often provide a place for students to go and engage with art in a meaningful way that captures their imagination and engages them in learning. The emphasis of this research falls on the unusual student, the difficult learner, the student who has a learning style difference and who may never have encountered an original work of art. The purpose of this study is to report the ways in which students responded to art in a museum setting. Why art museums enjoy a reciprocal benefit from serving these students will also be examined. Art educators know that art is important for the development of creativity in students, and students’ benefit from engagement in studio art activities. Yet, most crucially, art programs are often marginalized in low-income urban communities. According to the Center on Budget and Policy Priorities, more than 95 percent of schoolaged children are attending schools that have cut art education since the recession. In low-income communities, many students have few studio art classes along their journeys through pre/K-12 public education. Those denied an art education often find themselves without the benefit of an education that includes studies about the value of culture, leaving those affected by poverty with little impetus to reach for higher educational goals. Art education programs at two museums are examined to show how their programs reach out to students from underserved communities. In particular, this study looks at the Cape Ann Museum in Gloucester and Peabody Essex Museum in Salem, both in, Massachusetts, to evaluate how to engage marginalized, urban students and retain these youth as enthusiastic lifetime museumgoers.
2031-01-01

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Ruich, Lawrence Joseph. "Voices of Special Educators Teaching Students with Emotional Disturbances (ED)| Examining the Marginalized of the Marginalized." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10244144.

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This qualitative study examines the identities of three secondary special education teachers in self-contained classrooms. Nationally, there is a serious shortage of special educators interested in and successful working with students exhibiting emotional and behavioral disorders. An understanding of teacher identity and the personal and professional contexts that contribute to it is critical to the retention of these teachers in the field and the preparation of future special educators. Interviews, observations, and the use of image elicitation provided data to examine each participant’s identity in relation to the students they taught, the school setting, and their sense of self. Analysis of collected data emphasized their historical past, present relationships (e.g., family, colleagues), professional development, and lives within the school.

Cross-case analysis findings illuminate each teacher’s reasons for working with students who exhibit challenging behaviors and how their personal experiences shaped their identity and approach to teaching. Findings demonstrate how teacher-participants addressed student autonomy through empowerment or control via an instituted behavioral model. Social and relational aspects of teaching effected collaboration within the classroom and school setting.

Findings from this study indicate several implications. Due to the stressful and emotional work environment, the field has both a quantity and a quality shortage. Preparation programs must offer prospective teachers the chance to observe and participate in daily work within restricted settings while cultivating and recognizing a network of supports. Well-planned mentor and field-based programs offer on-the-job resources that help incoming teachers with classroom practice and the stimulation of identity development. Schools should implement strategies to improve the consistency of instructional aide support for special education teachers.

It is important to recognize the systemic structures that shape teacher identity. Institutional settings rarely challenge the status quo; so it is important that teachers resist, otherwise practices appear fixed and unalterable. While working with students who are emotional, aggressive, combative, and traumatized, teachers should detach from maladaptive conduct and not associate the student with their behavior. It is essential for special educators experiencing the effects of a school system and the challenges brought by students to practice a method of self-care.

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Amy, Margarita E. "Leadership Practices that Support Marginalized Students: How Leaders Support Teacher Leadership for Emergent Bilingual and Latinx Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108823.

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Thesis advisor: Lauri Johnson
This qualitative case study examined the perceptions of school and district leaders about fostering teacher leadership, specifically to support emergent bilingual and Latinx students in a public school district in the state of Massachusetts. The most recent model of transformational leadership developed from Leithwood’s research in schools (Leithwood & Jantzi, 2000) served as the conceptual framework. Data collection included 13 individual semi-structured interviews with district, building and teacher leaders as well as field notes and document reviews. Findings indicated that school and district leaders perceived they support formal and informal teacher leadership practices for emergent bilingual and Latinx students. Top-down approaches to collaboration and professional development impacted the development of teachers as leaders, creating barriers and challenges in each of three components of transformational leadership (setting direction, developing people, and redesigning the organization). Recommendations include establishing a collective vision for promoting and developing teacher leadership. Future research could be designed to better understand how teacher leadership is enacted to support issues around equity and social justice, and how we might encourage more teacher leadership among marginalized groups
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Mencke, Paul D. "Responding to critical pedagogy marginalized students and the college classroom /." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/P_Mencke_042010.pdf.

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Thesis (Ph. D.)--Washington State University, May 2010.
Title from PDF title page (viewed on June 30, 2010). "Department of Teaching and Learning." Includes bibliographical references (p. 145-156).

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Garland, Michelle Nichole. "Christian privilege Do Jewish students feel marginalized in public schools? /." [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3403164.

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Sias, Betty A. "Marginalized students' perspectives of school consolidation: a case study in rural West Virginia." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=860.

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Pellegrino, Mark J. "Leadership Practices That Support Marginalized Students: Culturally Responsive Discipline for African American, Hispanic, and Latinx Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108800.

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Thesis advisor: Lauri Johnson
Traditionally, schools have suspended students of color at significantly higher rates than White students. Culturally responsive classroom practices have been found to reduce these disparities. This exploratory case study examined whether or not teachers with low discipline referrals for African American and Hispanic/Latinx students from a midsized urban Massachusetts district report using culturally responsive discipline practices, and how their principal fosters these practices. It was part of a larger group study that examined how school and district leaders support marginalized students. Data was collected over a four-month period using semi-structured interviews with two principals and nine teachers in two schools. Interview questions were based on the Double-Check Framework (Hershfeldt etl al., 2009) which identifies culturally responsive discipline practices. Data showed that teachers with low office discipline referrals might embrace culturally responsive practices, at least to a limited degree. Additionally, while principals reported that they provided culturally responsive professional learning activities for teachers, teachers interviewed did not attribute their practices to these efforts. Results suggest that school leaders should cultivate positive relationships between students and staff to reduce discipline disparities
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Oonge, Harrison Ntabo. "Access, Retention, and Progression of Marginalized Students in Kisii Schools, Kenya." Thesis, West Virginia University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571653.

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This study examined how teachers perceive Free Primary Education had influenced access, retention and progression of marginalized students in primary schools in Kisii County, Kenya. A critical pedagogy framework was used to unpack and shed light on teacher and school practices that affected access to basic education of at risk students. Data was collected through 217 surveys given to teachers from 28 purposefully selected primary schools in Kisii County, 3 administrator interviews, and 4 focus group interviews comprised of a total of 30 classroom teachers from 14 schools in a sequential mixed methods design. Four research questions that guided this research were: a) How do teachers perceive Free Primary Education in Kenya has influenced access to primary education for marginalized students? b) What do teachers perceive to be at risk categories for marginalized students? c) How do teacher practices influence the retention of marginalized students in education in Kenya? Finally, d) to what extent do teacher beliefs influence their desire to differentiate instruction for marginalized students? Findings from this study indicated that Free Primary Education had led to increased access to basic education through reduction of fees paid by parents to schools, provision of instructional materials, open admission policy, and construction and/or renovation of existing educational facilities. The study also revealed roadblocks that hinder access to basic education for marginalized students such as extra fees levied by schools to parents, poverty, high teacher pupil ratio, lack of skills to equitably educate at risk students in classrooms, and poor health. The participants identified orphans, students with low incidence disabilities, children from extremely poor families, children from single parent households, children engaged in child labor, and children from negligent parents as categories of students who were at risk for marginalization. Moreover, the study revealed some of the teacher and schooling practices with regard to handing marginalized students which included teacher care, professional development, accommodations, remedial teaching, and guidance and counseling. There was a significant correlation between teacher philosophies and teacher willingness to differentiate instruction (r_s= 0.43, p<0.05), and also a significant correlation between teachers’ philosophies and their willingness to give various accommodations to marginalized students in their classrooms (r_s=0.34, p<0.05). Further analysis of data revealed that, a) access to basic education as a class issue, b) access to basic education as a gender issue, c) national tests and measurements as instruments for marginalization, and d) access to education as a teacher critical consciousness issue.

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Misa, Christina Marie. "Marginalized multiplicities : the journeys of Chicana/Latina lesbian and bisexual high school students /." Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3250294.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.
Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0425. Adviser: Laurence Parker. Includes bibliographical references (leaves 149-158) Available on microfilm from Pro Quest Information and Learning.

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Smith, Kathleen M. "How Central Office Administrators Organize their Work in Support of Marginalized Student Populations: Collaboration in a Turnaround District." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108002.

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Thesis advisor: Rebecca Lowenhaupt
Leading discussions in education today center on closing academic achievement gaps and it is widely believed that school districts are responsible for creating the conditions for all students to be successful in school. Recent state and federal policies place demands on central office administrators to help schools improve, which has resulted in a shift in the work of central office administrators. As central office administrators shift work practices to help schools develop their capacity for improving teaching and learning, they need to collaborate to build new and collective knowledge. This qualitative case study describes the collaboration of one central office administrator team when working to support historically marginalized populations. It is one section of a larger research project on how central office administrators organize their work in support of historically marginalized populations. Two research questions guided this study: (1) How do communities of practice emerge within the central office when working to improve outcomes for historically marginalized students? (2) What conditions foster or hinder administrator collaboration? Interviews, a document review, and an observation were used to answer the research questions. Findings suggest that structures in the district existed that both support and hinder collaboration of central office administrators. Time to collaborate and tools used provided structural support for collaboration. The organizational structure of the central office and limited authority to make decisions hindered efforts at collaboration. To better understand how communities of practice emerge, I focused on two specific elements, joint enterprise and learning in practice. The joint enterprise of central office administrators related broadly to improving outcomes for all students, however there were limitations to the extent that joint enterprise existed in the district. Further, there were instances in which learning in practice seemed to occur in the district, however an implementation orientation and overreliance on prior knowledge limited adult learning, at least at the central office level. Collaboration is held up as an improvement strategy for schools and districts, yet there is limited research on central office administrator collaboration. This study contributes to the body of research on central office administrator collaboration, specifically those working in support of historically marginalized populations
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Russell, Elizabeth (Annie). "Voices Unheard: Using Intersectionality to Understand Identity Among Sexually Marginalized Undergraduate Students of Color." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1333141044.

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Wickline, Mary K. "Capitalist Reproduction in Schooling: The social control of marginalized students through zero tolerance policies." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5782.

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Due to increasing media focus, there has been growing concern that U.S. students and the school environment are increasingly violent, leading the public to believe that school discipline should become more strict and punitive (Giroux 2003; Schept, Wall, & Brisman 2014). However, scholars argue that there is little evidence that current practices of school discipline have made the school environment safer, but instead have criminalized the school and are disproportionately targeting students of color and disabled students (Beger 2002; Civil Rights Project 2000; Gregory, Skiba, & Noguera 2010; Hirschfield 2008; McNeal & Dunbar 2010; U.S. Government Office of Accountability 2018). The expansion of zero-tolerance policies and the surveillance culture in schools have played a large role in the creation of the school-to-prison pipeline, in which students are increasingly being suspended and expelled from school and coming in contact with the juvenile justice system. This research explores the relation that zero tolerance policies function as the neoliberal social control mechanism to control students who are seen to have “no market value and [are] identified as flawed consumers because of their associations with crime and poverty, redundancy and expendability” (Sellers & Arrigo 2018, p. 66). Zero-tolerance policies function as the latest manifestation of capitalist reconstitution of educational institutions, through curricula, student conduct codes, disciplinary procedures, and the hidden curriculum, constructed of the language of capitalism, disproportionately targeting students of color (Bowles & Gintis 2011). A series of OLS regression analyses were conducted to analyze how community partners and school resource officer involvement impact the rate of suspension, expulsion, and combined school disciplinary measures using the School Survey on Crime and Safety Survey 2005-06 data. It was found that community partners and school resource officers have a positive and negative relationship with disciplinary rates. This research further substantiates that racial and ethnic minority students receive disproportionate rates of discipline.

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Cannella, Chiara Marie. ""Opening Windows, Opening Doors": Marginalized Students Engaging Social Justice Education to Become Socio-Historical Agents and Activists." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195378.

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The ways that young people learn to engage in democratic and other mechanisms for community involvement is a product of how they are socialized into the institutions they inhabit and how they incorporate this socialization into their ongoing construction of identity. In order to become active and agentive members of their society, young people must learn to view themselves as able to productively engage in social practices and social change. Conventional schools are structured in ways that limit opportunities for marginalized students to develop agentive and active social identities. This study suggests that students may construct more agentive identities if they have opportunities to frame their life circumstances and actions in political and historical terms.This project has studied how high school students may construct expanded subject positions as a result of participating in a culturally relevant and explicitly political youth development program. The Project for Conscious Education and Activism (PCEA) incorporates critical and culturally relevant pedagogy with participatory action research. Embedded in a required senior year social studies course, the PCEA provides students a chance to perceive their roles as sociohistorical actors. This two-year ethnographic case study examined shifts in students' academic identities and social agency. Increasing identification with school subject matter fostered intellectual empowerment that often extends beyond the context of school to effect broader social identities. Findings detail the ways that participants can come to see their actions as socially and historically grounded, eventually coming to think of themselves as social actors.Conventional typologies of civic engagement tend to leave out ways that youth of color and those from poor communities resist and address debilitative social disinvestment. But neither do young people tend to think of their actions as constituting social or civic action. Many shifts in subjectivity were apparent as PCEA participants began to frame their actions as intentional intervention in social injustice, becoming "civic" attempts to improve conditions in their communities. As young people learn to see their actions in relation to political and institutional patterns, they may both expand their social agency and increasingly frame their actions as contributing to social justice.

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Pamuntjak, Laksmi. "The Indonesian student movement in the 1980s/1990s: The development of resistance by a 'marginalised minority'." Thesis, Pamuntjak, Laksmi (1993) The Indonesian student movement in the 1980s/1990s: The development of resistance by a 'marginalised minority'. Honours thesis, Murdoch University, 1993. https://researchrepository.murdoch.edu.au/id/eprint/51937/.

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“The literature on post-Second World War student movements attests that a general definition of the movements is difficult. Altbach (1973: p. 10) notes that "A number of writers have posited theories, but none of these are adequate to explain activism in comparative terms, or even in terms of most countries…"

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Welch, Edwina F. "Campus based community centers havens, harbors, and hope for underrepresented and marginalized student success /." Diss., [La Jolla] : [San Diego] : [San Marcos] : University of California, San Diego ; San Diego State University ; California State University, San Marcos, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3344609.

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Thesis (Ed. D.)--University of California, San Diego, San Diego State University, and California State University, San Marcos, 2009.
Title from first page of PDF file (viewed March 13, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 155-163).

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French, Judith C. "Support of marginalized students in science an examination of successful lesbian individuals in science career paths /." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1249396616.

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French, Judith. "Support of marginalized students in science: An examination of successful lesbian individuals in science career paths." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249396616.

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Goodman, Cecil. "Landscapes of Belonging| Systematically Marginalized Students and Sense of Place and Belonging in Outdoor Experiential Education." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10278854.

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This qualitative case study explores the intersection of social justice pedagogy and Outdoor Experiential Education (OEE) sense of place and belonging curriculum. The purpose of this study was to gain a comprehensive understanding of, and engage in critical analysis of how students systematically marginalized by race, ethnicity, and/or class experienced sense of place and belonging in OEE. Data was collected through in-depth interviews of OEE Students and Interns of Color, and White OEE field instructors at one program site, as well as through the critical textual analysis of program materials. Theoretical and conceptual frameworks for this study used Critical Race Theory, critical multiculturalism, the cultural construction of the Outdoors, and core concepts from OEE scholarship. Data analyses revealed existing institutional and curricular inequities in OEE for Students of Color. To address these systemic inequities, findings supported the adoption of social justice pedagogy across the field of OEE. Specific recommendations for future practice as a result of the research included the implementation of equity and inclusion trainings for field instructors, professional development programs for OEE field instructors and administrators of Color, and the development of curriculum across the field of OEE to understand the implications of the cultural construction of the Outdoors in order to better serve a racially and ethnically diverse OEE student population.

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Galligan, Hugh T. "How Central Office Administrators Organize Their Work in Support of Marginalized Student Populations: Co-Construction of Policy in a Turnaround District." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107982.

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Thesis advisor: Rebecca Lowenhaupt
Purpose and Research Questions: Some educational reform efforts aim to support marginalized populations and narrow long-standing achievement and equity gaps, influencing the ways in which educators implement policy. While researchers have identified ways that educators implement policy, there is a research gap concerning how central office administrators implement policy in support of traditionally marginalized students. This study describes the policy implementation process of one central office administration team with the specific goal of supporting traditionally marginalized students, addressing two research questions: (1) In what ways are central office administrators working together to implement policy in support of traditionally marginalized students? (2) How do central office administrators balance external policy demands with internal goals when implementing policy in support of traditionally marginalized students? Methods: This qualitative study draws upon semi-structured interviews, observations, and document review to answer the aforementioned research questions. Findings: Central office administrators in this turnaround district organize policy work by dividing up tasks according to established goals and benchmarks, and communicating to other central office administrators regarding the progress towards meeting them. These goals and benchmarks represent the primary policy work designed to support traditionally marginalized students. Central office administrators have a shared understanding of and respect for the turnaround plan’s goals and benchmarks. Since this district is under state receivership, central office administrators face demands from the state department of education regarding progress towards meeting the goals of the turnaround plan. As part of this work, central office administrators bridge internal goals of the district to external pressures of the state Department of Education, forming a unique partnership between district and state actors
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Kukenberger, Julie R. "How Central Office Administrators Organize Their Work in Support of Marginalized Student Populations: Advice Networks in a Turnaround District." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107985.

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Thesis advisor: Rebecca J. Lowenhaupt
Background: Examining the underlying social networks of a central office leadership team in a school district focused on accelerated improvement may provide insight into the organizational structures that support or constrain improvement efforts. These networks play a critical role in identifying strategies and practices that will enable district leaders to better support marginalized student populations and strive toward the goal of halving the achievement gap for all students. Purpose and Research Questions: The purpose of this individual research study is to carefully examine and analyze the structure of social relations in a school district under sanction, aiming to answer the following research question: How do social networks between and among district leaders relate to turnaround efforts designed to support marginalized populations? Methods: This study applies social network theory of central office leadership and relationships within a public school district aimed to accelerate improvement and support traditionally marginalized students. The network boundary is limited to central office administrators. In concert with the Dissertation in Practice (DIP), this individual study was designed to be emergent and flexible. Data sources include semi-structured interviews and document review. Findings: This study found that day-to-day, central office administrators in one turnaround district, rely heavily on a high number of external ties. The advice network is highly centralized around two key players which may constrain the exchange of advice or knowledge and ultimately slows or inhibits efforts designed to improve outcomes for marginalized student populations. High personnel turnover and lack of network stability are to be expected in a turnaround district, however, it has a ripple effect on the district’s ability to establish systems and structures that facilitate accelerated improvement for marginalized student populations. Significance. Organizational change is often socially constructed. Understanding which actors have positive influences and positive social relations will ensure that formal and informal network roles are identified and maximized to their full potential. Social network analysis has the potential to provide school districts information regarding the capacity of central office administrators to implement accelerated improvements
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Palmer, Christina Desmond. "How Central Office Administrators Organize Their Work In Support Of Marginalized Student Populations: Communication and Language Use In A Turnaround District." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107975.

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Thesis advisor: Rebecca Lowenhaupht
Abstract Purpose and Research Questions: To understand central office leadership, it is necessary to examine how language grounds leaders’ actions, and influences their effectiveness among themselves and with stakeholders, including other central office leaders, building principals, teachers, community and students. This study explores the relationship between central office administrators’ language and their support of historically marginalized students. Looking closely at how language shows commonality or disconnect in understanding and action, this study is guided by the following research questions: (1) What language do leaders use to talk about their work with marginalized populations? (2) How does this language influence practice? Methods: This qualitative case study analyzes with the use of discourse analysis the language of central office administrators and their work in support of historically marginalized populations, using semi-structured interviews, and document review to answer the aforementioned research questions. This is one section of a larger research project studying how central office administrators organize their work in support of marginalized populations. Findings: Turnaround districts such as the district in this case study face complex and urgent issues, which seem to influence the language central office administrator’s use. In this study, central office administrators expressed language of frustration to talk about lack of time. Second, central office administrators used language that either recognized or demonstrated implicit bias in what marginalized populations heard or saw. Third, central office administrators relied on expressions of mandated language when they communicated about their work in support of marginalized populations, and lastly, central office administrators used language of care to talk about why they worked in a turnaround district. Significance: Given the importance of communication in district leadership, practitioners should work to establish and integrate consistent language into practice. Researchers will find it a valuable contribution to examine the outcomes of central office administrators’ language use in supporting traditionally marginalized student populations, as research is limited
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Joyce, Liam J. "Closing the Achievement Gap: A Case Study of One High-Performing Public Elementary Charter School Supporting Historically Marginalized Students." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/554.

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Historically marginalized students (HMS), defined for the purposes of this study as Latino, African American, and English Language Learners, in low-performing and low-socioeconomic schools (those usually with a high percentage students receiving free or reduced-price lunch) have received significant attention and research over the years. However, little attention has been paid to minority students at otherwise high-performing (mostly Caucasian) schools. Research suggests an achievement gap between HMS and Caucasian and Asian students. This case study sought to identify strategies to remedy this academic achievement gap. The focus of this study was the academic performance of HMS in a suburban setting. To better understand how a high-performing school affects academic performance by HMS, the researcher examined the classroom environment, teacher instructional strategies, leadership practices, and school support services of one such school. This study used a case study format to examine a suburban elementary charter school within an urban school district. The study specifically investigated the language arts instruction of two fourth- and two fifth-grade classrooms. These grade levels were selected due to evidence that the achievement gap begins to widen at this point in HMS school careers and continues through the 12th grade. Three data collection methods were used: (a) a document review of current fourth- and fifth-grade language arts curricula, (b) classroom observations conducted to identify teacher instructional strategies that support HMS, and (c) interviews with four teachers and two administrators after the observations. Known strategies that have positively influenced the achievement of historically marginalized students include equitable classroom instruction, positive teacher-student relationships, culturally relevant practices, a nurturing school culture, directed teacher professional development, and strong school leadership. The study sought to identify differentiated positive classroom environments, current use of teacher instructional strategies, elements of strong leadership practices, and implementation of school support services that foster academic achievement by HMS.

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Kokka, Kari. "Social Justice Mathematics: Pedagogy of the Oppressed or Pedagogy of the Privileged? A Comparative Case Study of Students of Historically Marginalized and Privileged Backgrounds." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052854.

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Social Justice Mathematics, or SJM, is a mathematics-specific form of Social Justice Pedagogy (Frankenstein, 1983; Gutiérrez, 2002), that aims to teach mathematics content while developing conscientização (Freire, 1970), or sociopolitical consciousness (Gutstein, 2006). Research on SJM has generally focused on teachers’ implementation of SJM, finding that teachers struggle to meet the dual goals of teaching mathematics content while developing students’ sociopolitical consciousness (e.g. Bartell, 2013; Gregson, 2013). The literature that explores students’ experiences with SJM yields conflicting findings, where some studies indicate student resistance (Brantlinger, 2007, 2014; Frankenstein, 1990) and other studies indicate students feeling empowered by SJM (Gutstein, 2006; Yang, 2009). In addition, students’ reactions to Social Justice Pedagogy (of any subject area) appear to differ substantially depending on students’ level of privilege and/or marginalization (e.g. Camagnian, 2009; Seider, 2008; Swalwell, 2013). This comparative case study focuses on two sixth grade mathematics classrooms, one in an elite private school and the other in a Title I public school. The present study investigates how teachers’ and students’ backgrounds and their experiences with privilege and/or marginalization influence how they make sense of SJM, with consideration of the fluid and context-dependent nature of privilege and marginalization (Hulko, 2009). Findings indicate the two case study teachers’ SJM goals were influenced by their own lived experiences and by the populations they teach. Similarly, students’ takeaways of SJM differed by background, where students of privilege learned to empathize with others, gaining a more theoretical understanding of social justice as relevant to the lives of others. On the other hand, students of historically marginalized backgrounds responded to SJM activities with strong emotional reactions (e.g. anger, sadness) because the social issues explored in the activities were intimately related to their own lives. These results suggest different supports are appropriate for different students for SJM to be successful. For students of historically marginalized backgrounds, the teacher’s sociopolitical consciousness is fundamental to his or her ability to develop meaningful SJM activities relevant and sensitive to students’ backgrounds. For students of privileged backgrounds, SJM work is supported with a school-wide social justice focus.

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Kilgo, Cindy Ann. "An epistemological revolution: using quantitative data to critically interrogate high-impact educational practices." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2098.

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This three-manuscript formatted dissertation interrogated the effectiveness of high-impact educational practices for marginalized students through the use of critical quantitative inquiry. The first empirical manuscript used data from the Wabash National Study of Liberal Arts education to explore the role of race and class on students’ engagement in and effects from high-impact practices. Findings from this manuscript suggest significant differences in academic motivation change over the first year of college when race and class were examined together, while no differences when just class was examined. The second empirical manuscript used data from the National Study of LGBTQ Student Success to examine the intersections of environment and participation in and effect from high-impact practices for lesbian, gay, bisexual, and queer (LGBQ+) students. Findings from this manuscript suggested that students’ perceptions of overall support and their relations with instructors mediated the influence that participation in high-impact practices had on students’ academic development. Finally, the third main manuscript considered the utility of critical quantitative inquiry and ways researchers can combine critical theory into quantitative research.

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Sumner, Christopher Mark. "A Qualitative Study Toward Understanding Educators’ Perceptions of a Talent Development Program Designed to Address the Underrepresentation of Historically Marginalized Students in Advanced Programming in a Large Virginia School Division." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5654.

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This study extends the limited, existing research on Sunnydale Public School’s (SPS’s) SOAR program. For clarity, SOAR is a talent development (TD) program that aims to not only enhance students’ reasoning and problem-solving abilities but also to remedy the racial/ethnic disproportionality of SPS's gifted and talented program. More specifically, I used interpretive, qualitative methods for this investigation to understand participants’ perceptions of SOAR, in hopes of adding to the talent development knowledge base and informing SOAR policy and practice. Ultimately, participant views converged on several topics (i.e. racial and ethnic disproportionality, brain malleability, multiple intelligences, etc.) and diverged on others (i.e. SOAR’s value). Taking interview and focus group data, SPS documents, past researchers’ findings, my own experiences, and existing literature into account, I arrived at and offer several commendations and recommendations that might benefit SPS’s SOAR program and might be considered alongside other research by districts of similar contexts looking to adopt or improve a TD program.

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Taylor, Kimberly L. "My Brothers' Keeper." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397741883.

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Farmer, Laura, and Rebekah J. Byrd. "Genderism in the LGBTQQIA Community: Implications for Counselors." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/927.

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Binary ways of thinking about gender and affectional orientation permeate broader society—male-female, woman-man, gay-straight, to name a few. Such binary thought may even contribute to further marginalization within, among, and between individuals of the LGBTQQIAA2P community. The presenters of this roundtable will share findings of their study of genderism in the LGBTQQIAA2P community and facilitate discussion of the themes with implications for counselors, counselor educators, and clinical supervisors.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes October 3, 2016." University of Arizona Faculty Senate (Tucson, AZ), 2016. http://hdl.handle.net/10150/621304.

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Bills, Andrew Maynard. "The (UN) critical school teacher: three lessons about teacher engagement work with marginalised students in neoliberal times." Thesis, 2011. http://hdl.handle.net/2440/72157.

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Secondary schooling continues to marginalise a significant minority of young people attending school in South Australia. As a consequence, I was a teacher morally obliged to redress the institutional codes, social relations and pedagogical practices of three secondary schools for those young people who were marginalised by them. Unfortunately, my lack of critical sociological awareness at the time associated with the insidious influence of what Foucault described as `neoliberal governmentalities’ drove my emancipatory school re-engagement efforts towards a neoliberal schooling curriculum that valued the development of entrepreneurial values and schooling for the labour market. The losers in all of this were many of the students I worked with who soon discovered the harsh realities of a labour market that didn’t value nor want them. In this auto ethnographic action research study I developed, managed and taught in three engagement programs with teacher and community youth stakeholders across three mainstream secondary school sites involving over 200 marginalised young people. All three programs succeeded in improving school retention and are still active today but only one program empowered students to be active participants in their community, offering them transition pathways into university, TAFE, apprenticeships and work. In Lesson 1, I came to understand that teachers, parents and community youth stakeholders are the agents best placed to effect educational change for students with a disability in a large country secondary school. Through collaborative school and community based activism I was able to mobilise the voices of parent, teacher and community youth stakeholders to improve resourcing, curriculum options and work related opportunities for students. This action resulted in significant structural inclusion and vocational pedagogical change for the students with disabilities. In Lesson 2 providing an after-hours regional second chance schooling option drew over forty young people back into formalised learning. However, offering a vocational curriculum embedded in casual or part-time work expectations proved to be an inadequate option for those students unable to gain employment. There was significant structural and cultural change evident in this schooling program but little pedagogical and curricular rigour. In Lesson 3 I oriented senior secondary schooling within an adult education environment geographically removed from the mainstream school campus. This second chance senior schooling program involved young people, teachers and community stakeholders in a continual negotiation of school structures, culture, pedagogy and curriculum. This approach (re)engaged over 150 young people back into the SACE (South Australian Certificate of Education) over three years. By investigating the nature of the community-school nexus and using community as a curriculum resource, students were offered greater learning authenticity and opportunity, presenting some answers to the question; how can I (a teacher), (re)engage marginalised young people back into learning in the official senior school curriculum? The difficulty with the first two engagement initiatives was neoliberal public policy as it manifested in South Australia’s version of local school management and in my practice. For me, a way through the neoliberal quagmire came only through participation in an Australian Education Union (AEU) funded and university led Professional Learning Community (PLC). This dialogic community offered me thinking space, intellectual challenge and rich conversation with teacher colleagues and university partners to wrestle with and enact critical educational social theory and practice. Through my involvement in this PLC and my subsequent enactment of engaging and rigorous pedagogical practices I was able to work `against the grain’ of the existing neoliberal policy logic as it played out in schools and in my mind. This required a move to socially just critical praxis in my work with teacher colleagues, students, parents and community youth stakeholders to embed structural, cultural, curricula and pedagogical democratic schooling purpose within the final engagement initiative.
Thesis (D.Ed.) -- University of Adelaide, School of Education, 2011

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"The Role of School Practices in Supporting Marginalized Students." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.49134.

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abstract: Across the globe, schools are seen as an essential context for building socio-emotional capacities in adolescents, particularly for marginalized youth, who have been systematically and historically excluded from accessing opportunities and resources typically available to members of different social groups (Gil-Kashiwabara, Hogansen, Geenen, Powers, & Powers, 2007). However, despite this ideal, education has not yet reached its potential in promoting equal outcomes for all children andadolescents (American Psychological Association Presidential Task Force on Educational Disparities, 2012; Burkham & Lee, 2002; Gurria, 2016; Hampden-Thompson & Johnston, 2006). There exists a need to identify school practices that may enhance socio- emotional development and have implications for reducing disparities in academic achievement, educational attainment, and other indicators of well-being. The aim of this dissertation, therefore, is to explore school and classroom practices that may be particularly effective in supporting the socio-emotional development of marginalized adolescents. I focus on two distinct populations: youth affected by violence in Colombia, and students of color within the United States. In Study 1, I explore whether three aspects of school climate – safety, connectedness, and services – buffer the negative implications of violence exposure for adolescent development in a Colombian sample. In Study 2, I determine how culturally responsive teaching practices in schools with high concentrations of students of color in the United States can be integrated into our current conceptualization of what constitutes high quality teaching, by examining profiles of teaching practices and associations between these profiles and teacher and classroom characteristics and student behaviors.
Dissertation/Thesis
Doctoral Dissertation Family and Human Development 2018

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LIN, JHIH-LONG, and 林志龍. "The Experiences of Marginalized Students in Elementary School Physical Education Lessons—A Case Study." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/34294551416039295983.

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碩士
國立臺中教育大學
體育學系碩士班
103
The Experiences of Marginalized Students in Elementary School Physical Education Lessons—A Case Study Abstract This study explores the learning experiences of two marginalized students in physical education lessons. The two cases were fourth-grade students selected from two different class of one elementary school in Taichung City. Data of this study were collected through non-participant observation of, informal interviewing with the teacher or students after, and group interviewing with the students about the PE lessons. Different data were used to illustrate the situation of the marginalized students and how it has happened. It was found that, despite many literature promoting group sports for it benefit of developing social skill of the pupils, the two cases were found to be marginalized. They were alienated when students searching for teammates, and were assigned to unimportant or marginalized positions in the team. The reasons for these two students to be marginalized were different, though could be attributed to factors such as: personal character, teacher, curriculum content, teaching method and the influence of particular student-leaders. This study suggested that, social skills are not developed as a consequence of simply putting a group of diverse students together, rather it can only be achieved if the teachers are aware of the characters of all students and deliberately employ appropriate curriculum and teaching methods. It was argued that, a further understanding of marginalized students in the lesson was an important foundation to achieve this goal. Key words: marginalized students, marginalization, learning experience

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Iwenofu, Linda. "Examining Student Engagement in Literacy Intervention: Voices of Adolescents Living in an Urban, Marginalized Community." Thesis, 2013. http://hdl.handle.net/1807/42626.

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The current study examined the experiences of adolescents considered to be at-risk for academic underachievement in an after-school reading intervention program (called the Vocabulary Learning Project, or VLP), with the goal of identifying the individual and social contextual factors that influence their engagement in the literacy intervention. One-on-one semi-structured interviews were conducted with 29 adolescent participants post-intervention to gain their personal insights on relevant contextual experiences, resulting in the identification of key factors that are associated with student engagement at the behavioral, affective and cognitive levels. The findings from this study serve as an important indicator of some of the multiple influences on the literacy engagement of at-risk adolescents. This has implications for the design of future interventions developed for the purpose of improving the academic achievement, and ultimately the economic and personal advancement, of adolescents living in urban, marginalized settings.

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Nembhard, Gillian N. "Storying for Social Justice: A Professional Learning Journey." Thesis, 2012. http://hdl.handle.net/1807/32450.

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This thesis was an examination of my own practice in critical literacy teaching for social justice in Language Arts. The intention was to evaluate the effectiveness of a teacher inquiry process in improving social justice based instructional practice. Particularly, developing critical literacy skills with students was a focus. Emphasis was placed on the role of “text analyzer”, who “understands that texts are not neutral, that they represent particular views and perspectives, that other views and perspectives may be missing, and that the design of messages of texts can be critiqued and alternatives considered” (Freebody & Luke, 1990). By examining perspectives and points of view in text, students moved toward understanding agency, oppression and empowerment. Learnings included identifying an operational framework for developing a social justice orientation to teaching and integrating social justice teaching across a variety of curriculum areas.

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"The U.S. Public School System and the Implications of Budget Cuts, the Teacher Shortage Crisis, and Large Class Sizes on Marginalized Students." Master's thesis, 2018. http://hdl.handle.net/2286/R.I.49189.

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abstract: ABSTRACT This study of the policies of the U.S. public school system focuses on state and federal funding to examine how budget cuts, the teacher shortage crisis, and large classroom sizes are interrelated. A qualitative method of approaching these issues and a meta-analysis of the findings, combined with my personal experience as a high school English teacher in the public school system points to a ripple effect where one problem is the result of the one before it. Solutions suggested in this study are made with the intention to support all U.S. public school students with an emphasis on students with special needs, English language learners, and students from low-income families. My findings show that marginalized students in U.S. public schools are experiencing a form of education injustice. This study highlights the burden placed upon the states to fund education and asserts that qualified professionals are increasingly difficult to recruit while teacher attrition rates continue to grow. The changing teacher-to-student ratio means students enjoy one-on-on time with teachers less often due to overcrowded classrooms. The interrelationship of these issues requires a multifaceted approach to solving them, beginning with a demand for more federal funding which will allow previously cut programs to be reinstated, incentives to recruit and retain highly qualified teachers which will reduce classroom sizes, and implementation of new programs targeted to ensure the success of students with special needs, English language learners, and students from low-income families.
Dissertation/Thesis
Masters Thesis Social Justice and Human Rights 2018

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Batchelor, Heather A. "The Rise Up and Leadership in Community Service Classes and Their Impact on the Relationships, School Retention and Persistence of Marginalized Students at One Level Four School." 2012. https://scholarworks.umass.edu/dissertations/AAI3545901.

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This dissertation studies the impact of two courses, “Rise Up” and “Leadership in Community Service,” at a Level Four high school in Massachusetts. The school, which had a higher than average level of student dropout, implemented the two courses developed by the researcher to address student retention, academic performance, and connection to school. Students in grades 9–12 took one or both of the semester-long classes, which used community building activities, group discussions, democratic teaching principals, community service-learning, and goal setting to address the needs of marginalized students. Students who participated in the classes showed increased connections to peers, teachers and community members, an improvement in indicators for school retention including grades, behavior, and attendance, and also an increase in their perceptions about their ability to persist in challenging situations.

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Dissertations / Theses on the topic 'Marginalised students'

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