Date of Award
2024
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Transformative Action in Education
First Advisor
Charlane Starks, Ed.D.
Second Advisor
Jennifer Geiger, Ed.D.
First Committee Member
Alison Alkon, Ph.D.
Second Committee Member
Rhonda Bryant, Ed.D.
Third Committee Member
De'Shawn Wooldridge, Ed.D.
Fourth Committee Member
Laura Hallberg, Ed.D.
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.
Pages
146
Recommended Citation
Dailey, Gwendolyn D.. (2024). From Elementary School to Doctoral Education: An Autoethnographic Journey. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/4271
Included in
Accessibility Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Early Childhood Education Commons, Educational Administration and Supervision Commons, Educational Psychology Commons, Education Economics Commons, Elementary Education Commons, Higher Education Commons, Other Education Commons, Secondary Education Commons
Rights Statement
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
