Cultural Competence, Race, and Gender: Portraits of Teaching in High School College Access Programs

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dc.contributor.advisorGoode, Joanna
dc.contributor.authorBrooks, Spirit
dc.date.accessioned2017-09-06T21:40:39Z
dc.date.issued2017-09-06
dc.description.abstractLow income and under-represented minority students face multiple kinds of barriers that limit their access to higher education. In the interest of increasing access to college, pre-college bridge programs exist throughout the United States to serve students from low socio-economic status families. This study examines teaching by women in the Advancement via Individual Determination (AVID) program. AVID is a middle school and high school intervention program that helps middle-achieving low income and under-represented minority students with college access. Critical Portraiture methodology is used to examine the ways that female AVID teachers teach students more than just academic skills that increase access to higher education: the framing of student success, the negotiation and justification of upholding the myth of meritocracy in the classroom, the internalization of parental roles with students, and the navigation of race.en_US
dc.description.embargo10000-01-01
dc.identifier.urihttps://hdl.handle.net/1794/22617
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.subjectAVIDen_US
dc.subjectCollege accessen_US
dc.subjectCultural competencyen_US
dc.subjectDiversityen_US
dc.subjectTeachingen_US
dc.subjectWhitenessen_US
dc.titleCultural Competence, Race, and Gender: Portraits of Teaching in High School College Access Programs
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Education Studies
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.namePh.D.

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