The purpose of this qualitative study was to examine educators perceptions of the effects of generational poverty and adverse childhood experiences on student learning and to understand the factors that might facilitate breaking the cycle of generational poverty and adverse childhood experiences with respect to student learning.
Data collection strategies included individual interviews and document review. Analysis of data occurred in three phases: categorization of data, building the explanation in narrative form and reexamination of the data. The analysis of the data was based on Payne’s idea of generational poverty and the CDC-Kaiser Permanente Adverse Childhood Experiences(ACE) study.
The credibility of the analysis was protected by triangulation of data through multiple sources of evidence, establishment of a chain of evidence, and member checking. After interviews were conducted the following themes emerged as ways to break the cycle of generational poverty and adverse childhood experiences: tutoring/after school programs, mentors/peer buddies, educating educators, parent involvement, and accountability. The results are detailed in the study.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-5438 |
| Date | 01 August 2021 |
| Creators | Cook, Rachel |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
| Rights | Copyright by the authors. |
Page generated in 0.0018 seconds