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28
With the diversity of American schools and the issues that accompany such diversity,
it becomes necessary to globally realign curriculum in schools. Incorporating the
different ethnicities into the American curriculum, as part of the curriculum, would be an
equitable solution to create a more diverse learning community. The lack of recognition
in school curriculum may be the reason many subgroups are limited in their ability to
access to college; they feel no connection, either from a cultural perspective or from a
societal perspective. Bennett (2001) posits that teachers, especially in a society as
culturally diverse as the United States, cannot individualize or personalize instruction
without considering culture. To have a curriculum reform that is all-inclusive, culture
must be affirmed; “society reinforces the democratic right of each ethnic group to retain
its own heritage” (Bennett, 2001, p.173).
A more immediate goal to address the needs of the different subgroups in high school
would be to look at teachers and the skills those teachers possess. Some questions to
consider: How diverse is the campus upon which I teach? Am I meeting the needs of
individual students? Am I delivering culturally responsive pedagogy? One of the most
important things a teacher can do is to create a classroom environment in which all
students feel welcome and are part of the community. Some ways in which to
accomplish this would be to create a collaborative classroom community where activities
that help facilitate student belonging and withitness such as the as jigsaws, where
everyone in the group participates and contributes; thus reinforcing that no matter which
race, gender, or ethnicity one is, their contribution is valuable (Aronson, 2008). That is
Object Description
| Title | Improving college participation success in Glendale Unified School District: An application of the gap analysis model |
| Author | Cassady, Dawn Marie |
| Author email | Kedwyn@aol.com; cassady@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-22 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-29 |
| Advisor (committee chair) | Marsh, David D. |
| Advisor (committee member) |
Rueda, Robert S. Arias, Robert J. |
| Abstract | From the time of Brown v. Board of Education, the role of education has been on the forefront of our social, political and economic landscape. Legislation such as the Elementary and Secondary Education Act and No Child Left Behind as well as publications like A Nation at Risk have all illustrated the lack of access, equity and achievement in American schools for the last fifty years. Currently, the United States has a 69% average high school graduation rate, which varies between subgroups and of those students only 57% continue their education in college.; Glendale Unified School District (GUSD) is a high-performing, large, urban school district that serves an economically and culturally diverse population. This project examined the root causes of the gaps in college going rates for all students as well as those of the underrepresented subgroups by applying the Clark and Estes (2005) gap analysis model. Gaps between goal achievement (college participation) and actual student performance were examined and then research-based solutions for closing the achievement gap and recommendations based on those solutions were recommended to the school district administrative team. |
| Keyword | secondary education; school reform; college access |
| Geographic subject | school districts: Glendale Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 1954/2010 |
| 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-m3806 |
| Contributing entity | University of Southern California |
| Rights | Cassady, Dawn Marie |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Cassady-4360 |
| Archival file | uscthesesreloadpub_Volume14/etd-Cassady-4360.pdf |
Description
| Title | Page 34 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 28 With the diversity of American schools and the issues that accompany such diversity, it becomes necessary to globally realign curriculum in schools. Incorporating the different ethnicities into the American curriculum, as part of the curriculum, would be an equitable solution to create a more diverse learning community. The lack of recognition in school curriculum may be the reason many subgroups are limited in their ability to access to college; they feel no connection, either from a cultural perspective or from a societal perspective. Bennett (2001) posits that teachers, especially in a society as culturally diverse as the United States, cannot individualize or personalize instruction without considering culture. To have a curriculum reform that is all-inclusive, culture must be affirmed; “society reinforces the democratic right of each ethnic group to retain its own heritage” (Bennett, 2001, p.173). A more immediate goal to address the needs of the different subgroups in high school would be to look at teachers and the skills those teachers possess. Some questions to consider: How diverse is the campus upon which I teach? Am I meeting the needs of individual students? Am I delivering culturally responsive pedagogy? One of the most important things a teacher can do is to create a classroom environment in which all students feel welcome and are part of the community. Some ways in which to accomplish this would be to create a collaborative classroom community where activities that help facilitate student belonging and withitness such as the as jigsaws, where everyone in the group participates and contributes; thus reinforcing that no matter which race, gender, or ethnicity one is, their contribution is valuable (Aronson, 2008). That is |
