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dc.contributor.advisor Saheli, Dr. Ammar
dc.contributor.advisor Porfilio, Dr. Bradley
dc.contributor.author Kurtcu, Wanda M.
dc.date.accessioned 2017-12-11T23:25:58Z
dc.date.available 2017-12-11T23:25:58Z
dc.date.issued 2017-05-31
dc.identifier.uri http://hdl.handle.net/10211.3/198825
dc.description.abstract The purpose of this paper is to investigate how a teacher can disrupt an established curriculum that continues the cycle of inequity of access to science, technology, engineering, and math (STEM) curriculum by students in alternative education. For this paper, I will focus on the technology components of the STEM curriculum. Technology in the United States, if not the world economy, is developing at a rapid pace. Many areas of day to day living, from applying for a job to checking one’s bank account online, involve a component of science and technology. The ‘gap’ in technology education is emphasized between the ‘haves and have-nots’, which is delineated along socio-economic lines. Marginalized students in alternative education programs use this equipment for little else than remedial programs and credit recovery. This level of inequity further widens in alternative education programs and affects the achievement of marginalized students in credit recovery or alternative education classes instead of participation technology classes. For the purposes of this paper I focus on how can I decrease the inequity of student access to 21st century technology education in an alternative education program by addressing the established curriculum of the program and modifying structural barriers of marginalized student access to a technology focused curriculum.
dc.description.sponsorship Department of Educational Leadership
dc.format.extent xi ; 129 p.
dc.subject Educational leadership
dc.title Marginalized Student Access to Technology Education
dc.type Dissertation
dc.date.updated 2017-12-11T23:25:58Z
dc.language.rfc3066 en
dc.contributor.primaryAdvisor Hayes, Dr. Kathryn
thesis.degree.name Doctorate in Education


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