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.
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Master of Education (M.Ed.)
College of Community Innovation and Education
School of Teacher Education
Secondary Education; English Language Arts Education
Length of Campus-only Access
Masters Thesis (Open Access)
Serrano Cruz, Denis, "Ethnographic Case Study of International Baccalaureate (IB) Seniors' Self-Esteem and Perception of Labels in a Title I School" (2020). Electronic Theses and Dissertations, 2020-. 289.