Abstract

The problem I address in this study is the lack of Black elementary students' knowledge and interest of the social studies content. Black students who lack a true identity of self, fail to develop into productive citizens. Although previous studies have examined Black students' experiences in secondary social studies classrooms, few have thoroughly examined Black students' experiences in the elementary classrooms. For this study, I analyze Black fifth grade students' perceptions of the social studies content. Identifying these perceptions is imperative so educators can adjust their pedagogical practices based on what they deem as important for educational growth, and the experiences of Black students. Allowing Black students to share their experiences and express their thoughts is conducive to their knowledge and awareness of the subject (Scott, 2017). To grasp an authentic analysis of student understanding educators must start in the primary grades. Previous research highlights that curriculum and instruction fails to align with what students, especially Black students need to be successful in the classroom. Identifying these areas in elementary school will create a smooth transition for students as they advance to the next level.

Notes

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Graduation Date

2018

Semester

Summer

Advisor

Russell, William

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Education; Social Science Education

Format

application/pdf

Identifier

CFE0007591

URL

http://purl.fcla.edu/fcla/etd/CFE0007591

Language

English

Release Date

2-15-2020

Length of Campus-only Access

1 year

Access Status

Doctoral Dissertation (Open Access)

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