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Master's Thesis: How Can Early Elementary Teachers Support the Mental Health of Students of Color in Urban Schools?
No full textA student’s mental health is a key determinant of their academic success. In urban schools, there is limited access, diagnosis, and mental health services for students of color. Health conditions related to poverty are common in urban areas with high levels of segregation and limits the accessibility of physical and mental health services for people of color. Health is also affected due to exposure to violence, poor nutrition, unsafe housing, and lack of adequate and non-discriminatory physical and mental health services. Because of these high stressors in urban areas, students of color are in more need of mental health services in comparison to their peers. However, because of racist housing policies that cause for areas to have higher concentration of poverty, these families are unable to afford health insurance and adequate health services. Because students are not receiving effective mental health services, the responsibility of the students’ mental health often falls in the hands of their teacher. This paper discusses why it is not only the teachers’ responsibility, but the collaborative efforts of the teachers, school counselors (if available), parents, and communities to learn, communicate effectively, and strengthen confidence in racial pride, to meet students of color where they are, and to meet their mental health needs all to ensure their academic success
Master's Thesis: Privately Black: The Experiences of Black Girls in Private K-12 Institutions
No full textIn this thesis, I highlight the experiences of Black girl’s in private k-12 educational institutions. I conducted interviews with three Black women who were 18 years of age or older and attended private k-12 institutions in order to gain more knowledge on the topic. Using the literature that is available I drew connections between the literature and the interviews. This research is important because the experiences of Black girls needs to be recognized so that more attention and love will be given to Black girls by teachers and administrators. It is also important for educators to understand the experiences of all their students so that they can better educate Black girls in private schools. For example, the research showed that Black girls experience different forms of microaggressions such as being questioned about their parents’ finances or other students bullying them based on things like their hair, leading them to experiencing mental and emotional trauma
Master's Thesis: Exploring Identity Through Sentimental and Graphic Novels
No full textIn his celebrated appeal for humanist education, Freire declares that the people must be the leaders and creators of their own educational experience. In this project I demonstrate how the study of sentimental fiction and graphic novels gives students an opportunity to explore their own cultural identity. This project contains a 10th grade level exploration of sentimental fiction and graphic novels. This includes four 90-minute lessons and a final assessment. Throughout these lessons, students practice intersubjectivity and create counterstories. The use of these techniques is informed by Freire’s humanist principles and by Ladson-Billing’s belief in culturally relevant pedagogy. In the final assessment students express their personal identity by analyzing and remaking an existing piece of art. Throughout this unit, students expand their vocabulary, speaking skills, and writing skills. Most importantly, students can critically analyze popular media and practice their own form of self-expression
Master's Thesis: Culturally Relevant Pedagogy and the Importance of Diversified Curricula
No full textNot every student identifies with the lessons that are being scripted by many educational institutions. Teachers need to be informed about the backgrounds of their students; therefore, culturally relevant pedagogy should be utilized when teaching elementary students in urban schools. Culturally relevant pedagogy has been found to improve urban students’ attitudes about school and their peers, to improve engagement with their lessons, and to improve students’ performance in various academic subjects. Providing students with a variety of viewpoints and reminding them of the accomplishments of historical figures that reflect their cultures can help students draw connections to their daily lives. Educators need to change the curricula to incorporate into every lesson that which is important to their Elementary students.
I have designed a unit meant for second-grade English students. The unit consists of four lessons on lesser-known figures from history. The lessons focus on Daisy Bates, Georgia Gilmore, Bayard Rustin, and civil rights activists whose names are unknown. Since social studies is not taught in many second-grade classes, it is my intention to incorporate history into English lessons with the use of grade-appropriate texts for students to read and writing assignments. The unit is designed to be adapted to the unique needs of individual students and can be easily expanded upon. My goal with creating this unit is to bring attention to lesser-known historical figures, particularly those people who
were left out of history books because of their gender, sexual orientation, or skin color. Daisy Bates, Georgia Gilmore, and Bayard Rustin were all civil rights activists and proudly Black. All of three of these heroes made significant contributions to history as did many more people whose names are forgotten. Teaching students various viewpoints from history will help students to see themselves in lessons
"Enchanted Forest Fire" exhibition image
No full textThis digital image was taken by Chip Pankey and uploaded to DLynx by the Visual Resources Center in July 2022.This is an image documenting the "Enchated Forest Fire" exhibition, which was held in the Clough-Hanson Gallery through October 6. This exhibition was created by the Art Department Professor Raina Belleau. In this exhibition Belleau tackles climate change through a fantastical look at a possible future which utilizes familiar creatures and humor. Belleau's instillation centers around her sculptures throughout the gallery which creates an atmosphere in this gallery space
Master's Thesis: Can’t a Black Woman Dance? Dance Education in Urban Public Schools
No full textOftentimes in the American education system urban students and their communities are seen as “other” and relegated to the fringes of society. This can be seen reflected in academic curriculums as well. The many contributions made by urban communities and their theories of the flesh of urban students are either barely included or not at all. This is also seen in dance education. Cultural dance forms are often viewed as void of technique and depth. This must have a negative effect on students’ identities. My research explores how urban educators can use dance to reinforce positive views of urban students, their communities, and expression
Master's Thesis: Introducing Consent Through a Comprehensive Sex Education Approach
No full textThe focus of this thesis is to bring awareness to the lack of mention of consent within sex education in the United States and furthermore provide a curriculum that can be implemented in elementary schools to teach students about the importance of consent. The majority of K-12 schools in the United States teach using an abstinence-only sex education approach, which emphasizes to students that they should abstain from sex until marriage. I argue in this thesis that the United States should shift their approach from an abstinence-only sex education model to a comprehensive sex education model, as used in the Netherlands. A comprehensive sex education approach includes multiple other sexual health topics, such as consent, rather than simply preaching to abstain from sex. This approach highlights the importance of students understanding the importance of consent. My unit, titled Consent, was written to be implemented in a 5th grade English Language Arts classroom. The unit will help students answer the questions “what is consent?” and “why is consent essential?” With this project, I hope to encourage teachers to incorporate consent education in their classrooms by providing them with all the necessary reasons and supplemental resources to do so. By providing this project as a resource, steps will be made to decrease the alarming statistics surrounding sexual violence in the United States
The Aeneid on Its Own Terms
No full textPresentation by Lin Zheng ('21) delivered at the Rhodes College Undergraduate Research and Creative Activity Symposium (URCAS).Traditionally, scholars have read the Aeneid as a piece of propaganda for the Augustan empire. But in his Two Voices of the Aeneid, Parry, rejecting the historicist reading, brings attention to elements critical of the said empire, which decisively divided the interpreters into the Harvard
School's pessimistic readings and those who maintain the traditional �optimistic readings�
(Kallendorf). Some recent scholars have tried to seek unity between these two readings by adopting thesis similar to Parry's reading (Schmidt), which interprets the Aeneid as an artistic expression with humanistic sympathies (Parry). But their prioritization of instances of textual analysis, like the historicist they criticize, also allows isolated themes to overshadow the
structural context in which each scene occurs, thus segmenting Virgil's narrative as a unified whole. In an attempt to reveal this unity, this paper prioritizes the sequence of events in interpreting the symbols within the scenes analyzed by Parry and the significance of these scenes to the whole. The paper offers a third perspective that reconstructs the idealistic social-political narrative presented in the Aeneid on its own terms