A Functioning Dystopia: How the Voices of Students of Color Expose the Moral Debt in a Diverse Learning Environment
Date
2019-10-04Metadata
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Student voice in education is a component that is becoming increasingly important to the academic growth and success of students. Studies have indicated that student input is a critical element in sustaining optimal student performance. When students lack a connection with their educational experiences, they often become disconnected from the educational process. The reluctance to actively incorporate student voice, particularly for individuals of color, can be attributed to the historical suppression by European Americans. Subsequently, the inability of individuals of color to have a voice, particularly in an academic setting, that is not reflective of the perspectives of the orator, often diminishes their aspirations to express their viewpoints. In the past decade, the correlation between understanding the perceptions of students and continuous academic achievement disparities has gained noteworthy attention. Unfortunately, this discourse has done little to improve the academic trajectory of students of color. This study analyzed the research on the achievement gap through specific impacting frames within school systems, the limited inclusion of the voice of students of color, and the misguided practices educational systems have implemented to influence the perceptions of students of color. This study further sought to analyze the perceptions of students through their lived experiences in a diverse educational environment. Focusing on the voice of the students, the researcher conducted an analysis of campus realities and academic inequalities. Ideally, the purpose of an educational environment is to develop and optimize the learning potential of all students. When an educational system has the appropriate structure: there are academic systems in place, there are accountability measures being utilized, and there are rigorous curriculum foundations. The reality is that while educational systems may proclaim to have these protocols in place, data consistently indicates that not all students are succeeding equally.
In education, multiple components come together to develop an atmosphere that optimizes learning for all students. A perfect educational environment a “utopia” would involve highly qualified educators, appropriate materials and resources, and support systems that were available to ensure all students were successful. This research examined the continuation of academic disparities that have developed in an educational environment which claims to ensure academic achievement for all students, but in actuality was riddled with inequalities and academic disparities, in other words, a functioning educational “dystopia.” Through the findings of this study, the researcher constructed an analysis that described the operational status of this targeted educational environment as a Functioning Dystopia. This final diminution process of the data produced three relevant themes: collective perceptions, collective discourse, and collective dysfunctionality creating a Functioning Dystopia. A Functioning Dystopia, for the purpose of this study, portrayed a high functioning academic setting with the appropriate amenities and substantial funding resources, but failed to properly optimize the academic growth for all students, particularly students of color.
Citation
Gibson-McClain, Kimberly Mischelle (2019). A Functioning Dystopia: How the Voices of Students of Color Expose the Moral Debt in a Diverse Learning Environment. Doctoral dissertation, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /189042.