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.
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Doctor of Philosophy (Ph.D.)
College of Community Innovation and Education
School of Teacher Education
Education; Social Science Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Walker, Irenea, "A Phenomenological Study of Black Fifth Grade Students' Perceptions of Social Studies and a Discussion with Secondary Students" (2018). Electronic Theses and Dissertations, 2004-2019. 6438.