The Journey to Understand the Influence of Culturally Relevant and Responsive Instruction in Writing with African American Students: A Case Study

African American students are underperforming in public education. Unfortunately, a lack of literacy achievement is at the forefront of this issue. Within the area of literacy, writing scores of African American children are plummeting across the nation on standardized assessments. The present study was designed to inform classroom practices about writing and writing instruction within the context of culturally responsive and relevant instruction in a diverse classroom. Through a culturally responsive and relevant instruction (CRRI) lens, this research explored the experiences of four sixth-grade classroom teachers and 147 African American and Mexican American students within a large urban California school district. Utilizing a qualitative mixed-methods design, the research was divided into mini-cases to provide a descriptive account and draw conclusions about writing instruction. The two mini-cases consisted of two CRRI trained classroom teachers and their students, and two non-CRRI classroom teachers and their students. To triangulate the results, students\u27 writing samples were scored on standardized rubrics to compare CRRI and non-CRRI students, which provided a complete comparative picture of students\u27 writing experience. Data gathered from teachers revealed two emerging themes: instructional practices and desired outcomes. From the instructional practices theme, three primary attributes arose, namely (1) planning and preparation, (2) instructional delivery and (3) student support. In all, CRRI teachers believed writing to be a tool of empowerment, while non-CRRI teachers viewed writing as a tool for communication. Further, CRRI teachers viewed writing as a multi-dimensional tool for expression, maintaining identity, and empowerment. Consistent with CRRI teachers, CRRI students viewed writing as a tool for personal expression and a healing experience. Non-CRRI students felt writing was used to voice feelings and creativity. Pupil responses revealed four categories: writing perceptions, challenges, successes and the use of technology. This research provided insights into the missing voice of teachers and students in curriculum, which is a useful construct in understanding the perspectives of teachers and students about writing and writing instruction. Future research is needed that focuses on the perspective of Mexican American students and the influence of CRRI in their learning. Implications for teachers included the need for teacher education programs to explore a comprehensive cultural approach to educating teachers with writing instruction, while attending to the impact of writing instruction on gender. Further, this study implies the need for a multidimensional approach to writing that can equip teachers to educate 21st century learners

Getting by Gatekeepers: Transmen\u27s Dialectical Negotiations within Psychomedical Institutions

Transsexuality remains grounded in pathologizing discourses. Mental health professionals largely classify transgender experiences as disorders, and transgender people seeking to alter their bodies typically must obtain authenticating letters from therapists verifying such diagnoses. Physicians usually require these letters to perform transition-related services, and sometimes require additional legitimization. In these ways, psychomedical professionals impose gatekeeping measures that withhold and confer services to transsexuals who desire medical transition. Using qualitative interview data and grounded theory methods with 20 female-to-male transsexuals, this study demonstrates that transmen typically represent informed consumers whom carefully research psychomedical protocol and anticipate providers’ adherence to professional standards. When they encounter gatekeeping, this preparedness informs their dialectical struggles within the psychomedical institutions wherein transmen must negotiate bodies within the confines of pathology. Ultimately, this dialectical process is managed and maintained by the larger regime of truth—the gender binary system

Feminist Consciousness and Social Capital: Bonds, Breaks, and Bridges

Through in-depth qualitative interviews with five current or former members of a midwestern National Organization for Women (NOW) chapter, this thesis explores four related research questions regarding: growth of feminist consciousness; how feminist ideology affects the evolution of social networks, and vice versa; the impact of intersecting social hierarchies; and feminism as a force for bonding and bridging social capital in the local community context. Analytical tools include feminist methodology, the articulation model, an understanding of intersecting social hierarchies, and grounded theory. Participants each explained their gradual identification with feminism differently as a result of specific life experiences, although common elements, like religious upbringing and family dynamics, emerged. Growing feminist consciousness both supported creation of and caused breaks in social networks. Likewise, prior social networks had a mixed impact on development of feminist consciousness. All five women display strong social consciences, attend to community relationships, and value networks, both formal and informal. At the same time, each woman’s different social position regarding race, class, sexuality, and religion shaped her views about feminism and relationships. These women do think of their social networks as social capital. In fact, these interviews highlight the potentially recursive relationship between feminist consciousness and social capital. At the same time, they reveal the limitations implicit in the economic model of social capital. As perhaps the only qualitative, individual-level examination of social capital in women-dominated activities, this study enriches our theoretical understanding of the concept while elucidating the community contributions of feminists in a mid-sized midwestern city