Electronic Theses and Dissertations

Jalesa Parks

Date

2019

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Leadership & Policy Studies

Committee Chair

Reginald Green

Committee Member

Charisse Gulosino

Committee Member

Edith Gnanadass

Committee Member

Derrick Robinson

Abstract

This study focuses on bridging the gap in the literature as it relates to the use of social justice pedagogy as a proactive means by which to address the achievement gap, inherent biases, and deficit views of low-socioeconomic, African American students in todays schools. Research questions for the study are as follows: 1) What practices within social justice pedagogy do students find to be distinct from traditional classroom practices? 2) How do Black students perceive the impact of social justice pedagogy on their Transformative Resistance? 3) How do Black students perceive the impact of social justice pedagogy on their self-efficacy and identity development? To answer the research questions, the study employs the data retrieved from the reflective essays of 50 first-year, African American students who were enrolled in an English Composition course that emphasized social justice on the campus of a Historically Black College and University. Initial data reveal that social justice pedagogy may be implemented by way of culturally relevant pedagogy, critical consciousness, and emancipatory pedagogy, which can affect students development of transformational resistance, Black identity, and self-efficacy. Frameworks for implementing social justice practices, developing transformative resistance, and implications and recommendations for future studies conclude this study.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest

Notes

embargoed

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