Navigating Multiple Identities: How Teachers Can Support Self-Identified Multi-Ethnic Students
| dc.contributor.author | Jones-Suematsu, Aimee | |
| dc.date.accessioned | 2015-08-13T19:11:00Z | |
| dc.date.available | 2015-08-13T19:11:00Z | |
| dc.date.issued | 2015-06 | |
| dc.description | 53 pages. A thesis presented to the Department of Education Studies and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 2015. | en_US |
| dc.description.abstract | This thesis examines the school experiences of multi-ethnic backgrounds. Four college-aged students were interviewed for this project as well as two local k-12 teachers. Using a multicultural education lens, interviews were analyzed to understand how curriculums in schools affect students from a multi-ethnic background. The observation from this thesis is that curriculums that use critical pedagogy, multicultural education, and culturally responsive teaching benefit students greatly. However, for students who identify with more than one race and culture there is more teachers can do to create and inclusive space for all students. Teacher education and curriculums must broaden to include ideas of multi-ethnicity and multi-raciality to provide support for all students. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/19147 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | University of Oregon | en_US |
| dc.rights | Creative Commons BY-NC-ND 4.0-US | en_US |
| dc.subject | Education | en_US |
| dc.subject | Multi-ethnic identity | en_US |
| dc.subject | Multicultural education | en_US |
| dc.subject | Critical Pedagogy | en_US |
| dc.subject | Multi-racial students | en_US |
| dc.subject | Cultural competency | en_US |
| dc.subject | Teacher education | en_US |
| dc.title | Navigating Multiple Identities: How Teachers Can Support Self-Identified Multi-Ethnic Students | en_US |
| dc.type | Thesis / Dissertation | en_US |