An Analysis of Recently Graduated Black High School Students' Perception of Racial Climate and the Gap between Race and Perception

Autor/in	Brown, Raquel
Titel	An Analysis of Recently Graduated Black High School Students' Perception of Racial Climate and the Gap between Race and Perception
Quelle	(2023), (174 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, San Diego State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-3590-5
Schlagwörter	Hochschulschrift; Dissertation; High School Graduates; African American Students; Student Attitudes; Racial Attitudes; Racism; Educational Environment; Attitude Change; Racial Relations; Cultural Awareness; Culturally Relevant Education; Inclusion; Aggression; Social Justice; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülerverhalten; Rassenfrage; Rassismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Attitudinal change; Einstellungsänderung; Cultural identity; Kulturelle Identität; Inklusion; Soziale Gerechtigkeit; Kalifornien
Abstract	The purpose of this study was to gain recently graduated Black high school students' perceptions of racial climate and to examine to what extent their perceptions impact their overall perception of school climate. Additionally, the study explored the opportunities students were given to use their voice and how this may have affected change in student perception. The participants were graduates from a comprehensive high school in Southern California. This mixed methods study surveyed 112 recently graduated high school students from the graduating classes of 2020, 2021, and 2022. In addition to the survey, nine recently graduated Black high school students were interviewed to better understand their lived experiences from high school. An analysis of the participants interviews identified the following emergent themes: (a) affirming faces and spaces (b) cultural division, (c) racially charged experiences, (d) cultural competence: awareness, sensitivity, and responsiveness, (e) culturally relevant pedagogy, (f) student voice, (g) trust in leadership and (h) school climate. The findings illuminate the importance of providing the proper training, curriculum and support for educators in order to provide a school environment where Black students see themselves in the curriculum and thrive from an environment where microaggressions are not tolerated. Based on the findings, recommendations are presented to create a culturally competent and responsive environment leading to a more positive racial climate. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01