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ENCOURAGING STUDENT SUCCESS:
TURNING ATTENTION TO PRACTITIONERS AND INSTITUTIONS
by
Peggy J. Smith
_______________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2012
Copyright 2012 Peggy J. Smith
Object Description
| Title | Encouraging student success: turning attention to practitioners and institutions |
| Author | Smith, Peggy J. |
| Author email | pegysmith@aol.com;peggysmi@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-04-04 |
| Date submitted | 2012-07-12 |
| Date approved | 2012-07-13 |
| Restricted until | 2012-07-13 |
| Date published | 2012-07-13 |
| Advisor (committee chair) | Dowd, Alicia |
| Advisor (committee member) |
Ragusa, Giselle Young, Ray |
| Abstract | This study is part of a larger design experiment that involves various community colleges and universities in California and across the nation. Tools and processes created by the Center for Urban Education (CUE) enabled practitioners to develop a systematic process of inquiry which includes observations, reflection, social interaction, problem identification, experimentation and action in order to solve problems. The purpose of my study was to focus on how CUE’s tools and processes use action research to help transform practitioners’ attitudes, beliefs and behaviors regarding racial and ethnic equity and equity-mindedness. ❧ My study, which included workshops, observations, cognitive interviews, and member checking, took place at a 4-year public university that focuses on STEM fields. The twelve-month study revealed that practitioners, who were STEM faculty members, through social interaction discussed the desire to grow in culturally responsive knowledge and direction in how to apply it to their courses, syllabi, and therefore, create a culture of inclusivity. During my observations and interviews, practitioners stressed that they have a strong sense of agency in their classrooms, but not at departmental or institutional levels. Several STEM faculty members also revealed that they feel tension with various administrators and a lack of institutional support. This study led to several changes in remediating classroom practices using culturally responsive knowledge to create a more welcoming and culturally inclusive environment for their students. Implications for further study include developing a more collegial relationship between faculty and administrators and increasing institutional agency. |
| Keyword | equity; ethnicity; race; action research; developmental evaluation |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Smith, Peggy J. |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-SmithPeggy-944.pdf |
Description
| Title | Page 1 |
| Full text | ENCOURAGING STUDENT SUCCESS: TURNING ATTENTION TO PRACTITIONERS AND INSTITUTIONS by Peggy J. Smith _______________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2012 Copyright 2012 Peggy J. Smith |
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