UMD Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/3

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.

More information is available at Theses and Dissertations at University of Maryland Libraries.

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2010 - 20122

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Subject: search.filters.subject.Social Justice Education

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    ASSESSING PRE-SERVICE TEACHERS' KNOWLEDGE OF AND ATTITUDES TOWARDS INCORPORATING SOCIAL JUSTICE EDUCATION IN ELEMENTARY SCHOOL MATHEMATICS CLASSES
    (2012) McCoy, Wanda Linnette; Clark, Lawrence M; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Over the past three decades, there has been growing interest in teaching mathematics in ways that encourage action for social justice. Social Justice Education (SJE) seeks to enable students to study existing forms of social injustices in their lives and to create a sense of social agency in the students. This study sought to understand the attitudes and beliefs of pre-service teachers about principles and examples of mathematics teaching from a social justice perspective. Participants consisted of 148 students at four universities. Participants completed a 49-item Likert-type survey to ascertain attitudes of pre-service teachers toward five descriptions of mathematics lessons that employed a social justice perspective. Statistical analyses compared the responses of the participants grouped by demographic variables of race, age, socio-economic status, and teacher preparation experiences. Findings indicate that significant differences on survey outcomes between participants were associated with key preparation experiences, such as whether or not participants had taken mathematics methods courses and diversity courses, as well as the type of university attended. Ten participants subsequently took part in one-on-one audio-taped, semi-structured interviews designed to ascertain the type of circumstances and lived experiences that shaped their attitudes toward teaching mathematics with a social justice perspective. The interviews provided some explanations as to why particular attitudes and beliefs were expressed.
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    From dialogue to action: The development of White racial allies
    (2010) Alimo, Craig John; Inkelas, Karen K.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The Supreme Court rulings of Gratz, et al. v. Bollinger, et al. and Grutter, et al. v. Bollinger, et al. (2003) legally affirmed the relationship between positive student learning outcomes and the presence of racial diversity on college and university campuses (Gurin, Dey, Hurtado, & Gurin, 2002). Institutions of post- secondary education are poised to leverage the presence of racial diversity to engage and educate for social change. The purpose of this study is to examine how a race/ethnicity themed intergroup dialogue facilitates the development of confidence and frequency of White college students' engagement in actions that are congruent with the development of White racial allies. Variables measuring confidence and frequency of action engagement included: (a) self-directed, (b) other-directed, and (c) intergroup collaborative actions. Participants were part of the Multiversity Intergroup Dialogue Research (MIGR) project that included nine college and universities. Using an experimental design with stratified random assignment, three MANCOVA analyses were used to determine the differences in dependent variables between experimental dialogue and waitlist control groups. Covariates included pretest responses repeated survey measures and college involvement variables. All three analyses yielded multivariate group differences. Univariate ANOVA analyses revealed group differences for only the frequency subscales.