Critical race theory in elementary social studies: exploring racial identity and stereotype threat for black males

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dc.contributor Christensen, Lois McFadyen
dc.contributor Houser, Rick
dc.contributor Shwery, Craig S.
dc.contributor Wilson, Elizabeth K.
dc.contributor.advisor Sunal, Cynthia S.
dc.contributor.author Durm, Takisha S.
dc.date.accessioned 2017-03-01T17:46:31Z
dc.date.available 2017-03-01T17:46:31Z
dc.date.issued 2016
dc.identifier.other u0015_0000001_0002393
dc.identifier.other Durm_alatus_0004D_12854
dc.identifier.uri https://ir.ua.edu/handle/123456789/2704
dc.description Electronic Thesis or Dissertation
dc.description.abstract Despite the vast research by various education specialists regarding the state of emergency as it relates to the Black male student and his success, little is known about the effects the social studies can have on their lives. Much of what is published about Black male students’ academic and personal lives, portrays these young men as defiant, unengaged, undereducated, and socially bankrupt. This study attempted to provide a voice for these young men through a transformative mixed method approach. The students and their social studies teachers completed a survey that examined their attitudes and beliefs of the social studies and how it could be used to instill a positive self-identity within this group of students. The students also took the Multidimensional Inventory Survey, developed upon a phenomenological view of the correlations between a person’s self-identity and his or membership within a particular race (Rowley, Sellers, Chavous, & Smith, 1998), to gain sight into how they believed they identified as males within the Black race. The students and teachers were then interviewed to triangulate the quantitative findings. The analysis of the data yielded the following: 1) Black boys enjoyed the social studies particularly when presented in a culturally relevant format, 2) Black boys possessed high levels of Black identity and closely aligned with teachers who viewed them as individuals and identified with the issues they encountered, 3) Teachers of these Black boys held them to high standards and did not compromise these expectations, 4) Teachers insinuated a culturally relevant social studies curriculum yielded increases in their Black male students’ self-identities, 5) Black boys wanted a space to feel valued, and the social studies classes in which they were enrolled, provided this positive valuation of them, which improved their own self-identities.
dc.format.extent 154 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Social sciences education
dc.subject.other Multicultural education
dc.subject.other Pedagogy
dc.title Critical race theory in elementary social studies: exploring racial identity and stereotype threat for black males
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Curriculum and Instruction
etdms.degree.discipline Elementary Education
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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