Abstract

This ethnographic case study explored the effects labels had on senior students who were enrolled in the International Baccalaureate program at a Title I school. This qualitative study explored the culture, assumed identities, and self-perceptions of the students. More specifically, the researcher aimed to find the impact the two formal labels "IB student" and "Title I student," as well as any informal labels associated with the two. The study had each participant complete one interview that asked them forty-two questions. Each interview lasted approximately forty-five minutes. Data was gathered from the interview responses, field observations made during the research, and the reflective journaling of the researcher. Recruitment and interviews were limited to a virtual format due to the global pandemic, COVID-19. Two research questions were explored in this study: How are senior IB students' self-esteem influenced by perceived labels in a Title I School? To what extent do IB students express any dissociation or association with ascribed labels they perceive during their senior year? Findings suggested that students dissociated themselves and their school with the informal labels carried by Title I schools. Additionally, while the students associated themselves with the IB program in a manner that brought them pride, they ultimately viewed themselves as the same as non-IB students.

Notes

If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu.

Graduation Date

2020

Semester

Summer

Advisor

Olan, Elsie

Degree

Master of Education (M.Ed.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Secondary Education; English Language Arts Education

Format

application/pdf

Identifier

CFE0008238

Language

English

Release Date

August 2020

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

Share

COinS