Keywords

Social studies, latinos, race, curriculum, critical race theory

Abstract

The purpose of this research investigation was to explore the experiences of eighth-grade Latina/o students in a large, urban school in the Southeastern United States. Overall, the study uncovered the essence of the Latino/a student experience in social studies and furthermore revealed that social studies is not meeting the needs of Latino students. Using phenomenology as a method of research, two interviews were conducted with twelve research participants who were selected through purposive sampling. In addition to the interviews, students wrote narratives and drew images as a form of data triangulation. The goal was to give students various methods for relaying their experiences. Data were analyzed using suggested methods of analysis by Moustakas (1994) and Creswell (2007). Using Critical Race Theory and Latino Critical Race Theory as a framework, results revealed that students experienced middle school social studies through the lens of race. Students felt oppressed by the curriculum and textbook due to the fact that culturally responsive teaching practices were primarily absent, diversity was presented only through a Black-White dichotomy, and the social studies curriculum was dominated by notions of White supremacy. Latina/o students experienced a curriculum that was boring as a result of teachers who were boring. Students validated the use of Critical Race Theory and Latino Critical Race Theory as a framework for educational research at the middle school level. In all, this research investigation fills a void in social studies research. The voices and experiences of Latino learners in social studies have been absent in social studies research. iv Educators can use this research study to alter the approaches to the social studies curriculum for the betterment of our culturally diverse learners.

Notes

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Graduation Date

2013

Semester

Summer

Advisor

Russell, William B.

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education and Human Performance

Degree Program

Education; Social Science Education

Format

application/pdf

Identifier

CFE0004825

URL

http://purl.fcla.edu/fcla/etd/CFE0004825

Language

English

Release Date

August 2014

Length of Campus-only Access

1 year

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education, Education -- Dissertations, Academic

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