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A Grounded Theory Survey Study of Teachers Perception Perpetuating the Deficit Narrative About Marginalized Students of Color

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Date Issued:
2019
Abstract/Description:
The deficit narrative about marginalized students of color attributes their failure in school to some nature of innate cognitive deficiency, cultural, social, and familial dysfunctions among other schools of thoughts. The purpose of this grounded theory study is to provide a rich description about this phenomenon and to propose theoretical pedagogical adjustments in the classroom as it relates to educating students of color. The study applies Charmaz (2014) Constructivist approach to grounded theory methods to examine the following research questions: (RQ1) How do teachers' narratives about students of color depict their teaching experiences and (RQ2) How do teachers' narratives about students of color inform students learning? Two overarching themes emerged in this study: practicing color blindness impacts cultural responsiveness while perpetuate deficit thinking, and understanding cultural background stimulates sensitivity when designing curriculum for students of color. The findings of this research demonstrate teachers' deficit thinking depicts their pedagogical practices and informs students learning. The research has both practical and theoretical implications for dispelling the deficit thinking regarding students of color.
Title: A Grounded Theory Survey Study of Teachers Perception Perpetuating the Deficit Narrative About Marginalized Students of Color.
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Name(s): Austin, Cavel, Author
Olan, Elsie, Committee Chair
Hewitt, Randall, Committee Member
Jeanpierre, Bobby, Committee Member
Puig, Enrique, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2019
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The deficit narrative about marginalized students of color attributes their failure in school to some nature of innate cognitive deficiency, cultural, social, and familial dysfunctions among other schools of thoughts. The purpose of this grounded theory study is to provide a rich description about this phenomenon and to propose theoretical pedagogical adjustments in the classroom as it relates to educating students of color. The study applies Charmaz (2014) Constructivist approach to grounded theory methods to examine the following research questions: (RQ1) How do teachers' narratives about students of color depict their teaching experiences and (RQ2) How do teachers' narratives about students of color inform students learning? Two overarching themes emerged in this study: practicing color blindness impacts cultural responsiveness while perpetuate deficit thinking, and understanding cultural background stimulates sensitivity when designing curriculum for students of color. The findings of this research demonstrate teachers' deficit thinking depicts their pedagogical practices and informs students learning. The research has both practical and theoretical implications for dispelling the deficit thinking regarding students of color.
Identifier: CFE0007779 (IID), ucf:52339 (fedora)
Note(s): 2019-12-01
M.Ed.
Community Innovation and Education, School of Teacher Education
Masters
This record was generated from author submitted information.
Subject(s): Deficit Thinking -- Student of Color -- Marginalized -- Constructivist Grounded Theory -- Colorblindness -- Diversity -- White Privilege -- Culturally Responsive -- Lived Experience -- Racial Inequity -- Anti-racist theory
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007779
Restrictions on Access: public 2019-12-15
Host Institution: UCF

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