Date of Award
Thesis (699 registration)
Master of Science in Curriculum & Instruction
Identity, Perception, Diversity, Reflection, Perspectives
Through a qualitative study, the researcher explored student identity. Students enter into schools with diverse identities and perspectives. To make learning meaningful, engaging, and relevant teachers need to learn about their students’ unique identities. Students deserve a place where they feel safe and empowered to explore themselves, the curriculum, and their futures.
This study focused on two research questions; 1) What impact does learning about students’ identities have on the teacher? 2) How do students perceive their identities are reflected in the curriculum? Qualitative data was collected through a series of journals. Participants in an eighth-grade social studies classroom were asked to share and reflect on their unique and diverse perspectives. Over three weeks, students' journal entries were analyzed for themes and allowed the researcher to reflect on improving the curriculum and school community. This research concluded that students are aware of their identities, reflected in the curriculum, and students’ desire to have better representation. The researcher found that engaging with students’ identities allowed them to be more aware of the needs of students along with a new dedication to creating relevant learning opportunities for all students.
Blanshan, Jason, "A Qualitative Study to Further Explore Student Perceptions of Identities and Representations within A Social Studies Classroom" (2022). Dissertations, Theses, and Projects. 612.