Every child has a right to education, and their skin color should not determine their education quality. However, since the landmark case of Brown v. Board of Education (1954), it has been proven that race continues to matter in the success and failure of education (Delgado & Stefancic, 2001). The persistent achievement gaps between students of different racial and ethnic backgrounds, as well as the disparities in access to high-quality educational opportunities, demonstrate how race and ethnicity shape the educational experiences of students of color (Stanford Center for Education Policy Analysis, 2012). Unfortunately, stories such as Ruby Bridges of New Orleans, the Little Rock 9, and my personal experiences indicate the systemic structure inhibits education for Black students (Delgado & Stefancic, 2001). This unequal system creates barriers that prevent Black students from learning at the same pace as their ethnic counterparts (Ladson-Billings, 2006). By critically examining the educational trajectory of the researcher, this autoethnographic dissertation study sought to illuminate how race and ethnicity shape the educational experiences of students of color and offer insights that can inform efforts to promote equity and inclusion in educational settings.
| Identifer | oai:union.ndltd.org:pacific.edu/oai:scholarlycommons.pacific.edu:uop_etds-5069 |
| Date | 01 January 2024 |
| Creators | Dailey, Gwendolyn D |
| Publisher | Scholarly Commons |
| Source Sets | University of the Pacific |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | University of the Pacific Theses and Dissertations |
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