This dissertation study used Yosso’s (2005) concept for Community Cultural Wealth as a conceptual framework to explore the identities, lived experiences, and aspirations of ten mothers of color from Jackson Heights, Queens, N.Y., as it relates to the education of their children to inform culturally relevant education in New York City K-12 schools. The following research questions guided the study:
1. What educational aspirations do mothers of color have for their children?
2. How have the mothers’ lived experiences informed their decisions concerning the education of their children?
3. In what ways can the identities, lived experiences, and narratives/perspectives of mothers of color in Jackson Heights inform culturally relevant education policy, leadership, and practice?
This study used qualitative methods (Few, Stephens, & Rouse-Arnett, 2003) and standpoint theory (Harding, 1991; Smith, 1974) to capture the identities, lived experiences, and aspirations of mothers of color, to recognize and mobilize experiences of inequity, injustice, and marginalization in the education of students of color. The inclusion and expansion of research that centers and reflects the points of view of mothers of color can create greater opportunities for school leaders and teachers committed to dismantling racial inequities in schools to increase their consciousness and improve their leadership and practice.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/z1vb-kf13 |
| Date | January 2023 |
| Creators | Chung, Samantha |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
Page generated in 0.0025 seconds