From Elementary School to Doctoral Education: An Autoethnographic Journey
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| Title: | From Elementary School to Doctoral Education: An Autoethnographic Journey |
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| Language: | English |
| Authors: | Gwendolyn Dailey |
| Source: | ProQuest LLC. 2024D.Ed. Dissertation, University of the Pacific. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 148 |
| Publication Date: | 2024 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Elementary Secondary Education, Higher Education, African American Students, Race, Ethnicity, Barriers, Student Experience, Equal Education, Access to Education, Educational Opportunities, Personal Narratives, Doctoral Students, Minority Group Students, Achievement Gap |
| ISBN: | 979-83-8402-174-2 |
| Abstract: | Every child has a right to education, and their skin color should not determine their education quality. However, since the landmark case of "Brown v. Board of Education" (1954), it has been proven that race continues to matter in the success and failure of education (Delgado & Stefancic, 2001). The persistent achievement gaps between students of different racial and ethnic backgrounds, as well as the disparities in access to high-quality educational opportunities, demonstrate how race and ethnicity shape the educational experiences of students of color (Stanford Center for Education Policy Analysis, 2012). Unfortunately, stories such as Ruby Bridges of New Orleans, the Little Rock 9, and my personal experiences indicate the systemic structure inhibits education for Black students (Delgado & Stefancic, 2001). This unequal system creates barriers that prevent Black students from learning at the same pace as their ethnic counterparts (Ladson-Billings, 2006). By critically examining the educational trajectory of the researcher, this autoethnographic dissertation study sought to illuminate how race and ethnicity shape the educational experiences of students of color and offer insights that can inform efforts to promote equity and inclusion in educational settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31619316 |
| Accession Number: | ED664028 |
| Database: | ERIC |
| Abstract: | Every child has a right to education, and their skin color should not determine their education quality. However, since the landmark case of "Brown v. Board of Education" (1954), it has been proven that race continues to matter in the success and failure of education (Delgado & Stefancic, 2001). The persistent achievement gaps between students of different racial and ethnic backgrounds, as well as the disparities in access to high-quality educational opportunities, demonstrate how race and ethnicity shape the educational experiences of students of color (Stanford Center for Education Policy Analysis, 2012). Unfortunately, stories such as Ruby Bridges of New Orleans, the Little Rock 9, and my personal experiences indicate the systemic structure inhibits education for Black students (Delgado & Stefancic, 2001). This unequal system creates barriers that prevent Black students from learning at the same pace as their ethnic counterparts (Ladson-Billings, 2006). By critically examining the educational trajectory of the researcher, this autoethnographic dissertation study sought to illuminate how race and ethnicity shape the educational experiences of students of color and offer insights that can inform efforts to promote equity and inclusion in educational settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-83-8402-174-2 |
