Inner circles : a participatory action research study of lower SES females and the Socratic seminar in a secondary classroom.

Simple item page
dc.contributor.advisorBlevins, Brooke E.
dc.creatorHart, Ashley C., 1990-
dc.creator.orcid0000-0001-8115-4543
dc.date.accessioned2022-06-03T13:16:59Z
dc.date.available2022-06-03T13:16:59Z
dc.date.created2022-05
dc.date.issued2022-02-28
dc.date.submittedMay 2022
dc.date.updated2022-06-03T13:17:01Z
dc.description.abstractCollaborative classroom practices have been shown to promote engagement of students within the secondary classroom. Female students from lower socioeconomic status (SES) backgrounds do not traditionally demonstrate high levels of engagement within the classroom. The lower levels of engagement are attributed to external factors such as fear of judgment and the teacher’s unintentional, implicit bias. Traditional, lecture-based approaches within the classroom create a hierarchy of power that limits the engagement of students who are not among the cultural and economic majority. Socratic seminar as a practice allows teachers to incorporate student voice collaboratively to promote student input. This participatory action research (PAR) study aimed to explore Socratic seminars as means of empowerment for lower socioeconomic status female students within the secondary English classroom. This PAR study applied the existing frameworks of student voice as defined by Bell and Aldrige (2014), Mockler and Groundwater-Smith (2015), and Mitra (2018) to the concept of student engagement presented by Fielding (2004). The study utilized student voice and experience to analyze the Socratic seminar within an advanced secondary school English classroom and adapt the practice to be more equitable and engaging for all students. Through the personal accounts of four lower socioeconomic female students, this PAR study examined how Socratic seminars can serve as a means of equitable engagement through the development of teacher-student relationships, student feedback, and student agency. Findings within this PAR study illustrate how teacher-student relationships impact classroom dynamics and the importance of utilizing student voice to improve teaching practices. The results of this study provided a means for incorporating PAR within the teacher’s curriculum to strengthen teacher-student relationships and collaborative means of student empowerment, voice, and equity within the classroom. The use of Socratic seminars among low SES female students allows for the diminished focus on classroom hierarchies and encourages collaboration.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/2104/11941
dc.language.isoen
dc.rights.accessrightsNo access – contact librarywebmaster@baylor.edu
dc.subjectLow socioeconomic status. Female students. Female empowerment. Socratic seminars. Student voice. Engagement. Student engagement. Critical consciousness. Student-teacher relationships.
dc.titleInner circles : a participatory action research study of lower SES females and the Socratic seminar in a secondary classroom.
dc.typeThesis
dc.type.materialtext
local.embargo.lift2024-05-01
local.embargo.terms2024-05-01
thesis.degree.departmentBaylor University. Dept. of Curriculum & Instruction.
thesis.degree.grantorBaylor University
thesis.degree.levelDoctoral
thesis.degree.nameEd.D.

Files

Original bundle

Now showing 1 - 3 of 3
No Thumbnail Available
Name:
HART-DISSERTATION-2022.pdf
Size:
1.21 MB
Format:
Adobe Portable Document Format
Download
No Thumbnail Available
Name:
Hart_Copyright Permission_IGI Global.pdf
Size:
238.52 KB
Format:
Adobe Portable Document Format
Download
No Thumbnail Available
Name:
Hart, Ashley Thesis Copyright and Availability Form.pdf
Size:
746.75 KB
Format:
Adobe Portable Document Format
Download

License bundle

Now showing 1 - 1 of 1
No Thumbnail Available
Name:
LICENSE.txt
Size:
1.95 KB
Format:
Plain Text
Description:
Download

Collections

Electronic Theses and Dissertations
Theses/Dissertations - Curriculum and Instruction