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dc.contributor.advisorWeinburgh, Molly H.
dc.contributor.authorBarrett, Channa Nicoleen_US
dc.date.accessioned2016-08-24T20:00:17Z
dc.date.available2016-08-24T20:00:17Z
dc.date.created2016en_US
dc.date.issued2016en_US
dc.identifiercat-002934914
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/11271
dc.description.abstractThe present study investigated teachers epistemological and ontological beliefs and how those beliefs influence caring for urban students science literacy. The grounded theory research involved six teacher participants and 18 student participants and collected the data using the following methods: Teacher and student interviews and six weeks of classroom observations. Using critical race theory (CRT) as a lens, the analysis of the data occurred simultaneously with the data collection. The findings revealed seven categories and 16 themes, which emerged from the analysis on caring for students science literacy. From the CRT model tested in the study, the data illustrated a plethora of evidence relating to the themes colorblindness, interest convergence, and microaggressions. A negative effect of teachers who practiced colorblindness in the classroom revealed an assignment of subordinate positions, meaning the teacher assumed the role of the ultimate-knowledge holder in the classroom and the students assumed an academic co-dependency role in the classroom. Such an environment, allowed the teachers to become epistemically privileged while the students became epistemically oppressed. Implications for teaching suggest that there are different shades of caring for students science literacy and that teachers should acknowledge the vast critical race-gendered epistemologies that students bring into the classroom in an effort to move towards a just epistemic environment.
dc.format.extent1 online resource (xiii, 177 pages) :en_US
dc.format.mediumFormat: Onlineen_US
dc.language.isoengen_US
dc.relation.ispartofTexas Christian University dissertationen_US
dc.relation.ispartofUMI thesis.en_US
dc.relation.ispartofTexas Christian University dissertation.en_US
dc.subject.lcshScience teachers.en_US
dc.subject.lcshScience Ability testing.en_US
dc.subject.lcshScience Study and teaching.en_US
dc.subject.lcshEducation, Urban.en_US
dc.subject.lcshUrban schools.en_US
dc.titleVeiled chameleons: analyzing urban science teachers epistemological and ontological beliefs on caring for urban students science literacyen_US
dc.typeTexten_US
etd.degree.departmentCollege of Education
etd.degree.levelDoctoral
local.collegeCollege of Education
local.departmentEducation
local.academicunitCollege of Education
dc.type.genreDissertation
local.subjectareaEducation
etd.degree.nameDoctor of Philosophy
etd.degree.grantorTexas Christian University


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