Date of Award

Spring 2018

Document Type

Restricted Thesis

Terms of Use

© 2018 Joshua Medel. All rights reserved. Access to this work is restricted to users within the Swarthmore College network and may only be used for non-commercial, educational, and research purposes. Sharing with users outside of the Swarthmore College network is expressly prohibited. For all other uses, including reproduction and distribution, please contact the copyright holder.

Degree Name

Bachelor of Arts

Department

Educational Studies Department, Sociology & Anthropology Department

First Advisor

Joy Charlton

Second Advisor

Roseann Liu

Abstract

This research study was conducted in a suburban, public high school located south of the city of Chicago. Dwight High School is a school that houses a primarily Latino and Black population in their student body. The school also has an 80% student population that is on free or reduced lunch. Dwight High School is part of a district that houses two other schools that are perceived to be superior to Dwight High School by members of the surrounding community. My research question was how do these teachers, working in school of marginalized students, approach teaching in this population? I also asked what influences their teaching pedagogy? The findings indicate that the teachers employ student-centered learning, ethics of care, and promote a growth mindset. In addition, the teachers develop their pedagogy through contextualized sources of influences that mirrors how they approach teaching their students. These findings indicate a parallel in how the teachers approach guiding their students and how they develop themselves as educators.

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