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Teacher Perceptions of African American Socioeconomically Disadvantaged Students and High School Completion
No full textTeacher perceptions can influence how teacher-student interaction occurs in the classroom setting. When teachers think negatively about their students, their efforts to educate and assist them can decrease significantly. This qualitative narrative study explored how teachers perceive their African-American socio-economically disadvantaged students and their likeliness to complete high school. The study also examined the possibility of sociocultural gaps by implementing Cormier’s (2021) Cultural Proficiency Continuum Q-Sort and identified evidence of deficit thinking by interviewing the participants. The findings from this study will inform best practices for educating students of this demographic through the acknowledgment and addressing of African-American socio-economically disadvantaged students’ barriers and illuminating the manifestation and effects of deficit thinking
Tangled Vines #1
No full texthttps://digitalscholarship.tnstate.edu/m-chamberlain-tangled-vines/1005/thumbnail.jp
0909181154
No full texthttps://digitalscholarship.tnstate.edu/m-chamberlain-drawings/1022/thumbnail.jp
0306180943a
No full texthttps://digitalscholarship.tnstate.edu/m-chamberlain-drawings/1017/thumbnail.jp
20240203_163834
No full texthttps://digitalscholarship.tnstate.edu/m-chamberlain-drawings/1014/thumbnail.jp
DSC0194 (800x599)
No full texthttps://digitalscholarship.tnstate.edu/m-chamberlain-stones/1031/thumbnail.jp