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Enabling Dis/abled Females.

Evins, Ashley.

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Enabling Dis/abled Females.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Enabling Dis/abled Females./
Author:	Evins, Ashley.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	342 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-06, Section: A.
Contained By:	Dissertations Abstracts International80-06A.
Subject:	Disability studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=11016235

Enabling Dis/abled Females.
Evins, Ashley.

Enabling Dis/abled Females. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 342 p.

Source: Dissertations Abstracts International, Volume: 80-06, Section: A.

Thesis (Ed.D.)--University of Southern California, 2018.

This item must not be sold to any third party vendors.

Female students in context of dis/ability are an understudied population. The intention of this study was to understand what practices and perceptions worked to empower this population, in hopes of extrapolating these to better serve dis/abled females. This study asserted that teacher beliefs regarding race/ethnicity, gender, socio-economic status, and ability informed how students were perceived and their relative academic need. Teacher perceptions set expectations, informed interactions and guided learning opportunities. This qualitative case study, therefore, explored how a single teacher's beliefs regarding female students in context of dis/ability were expressed and revealed through his interactions. This participant, Mark, was selected using a nomination sample that sought to find a teacher who was exemplary at working with female students in order to identify efficacious practices and mindsets. Data was collected from classroom observations and semi-structured and informal interviews. Raw data was coded using in vivo codes, providing open codes. From this, axial codes and finally selective codes were generated. These selective codes were then checked against my conceptual framework generated from an in-depth literature review to determine credibility of these findings. The findings revealed that Mark was a well-intentioned teacher whose lack of reflection caused him not to see the unique learning needs of his students. His gender-neutral and color-blind mindset had detrimental effects, causing him to engage in destructive interactions more frequently with students who were not aligned with him. Despite his desire to build equality in the classroom, his narrowed view limited his ability to see female student need.Subjects--Topical Terms:

543687
Disability studies.

Enabling Dis/abled Females.
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500 $a Source: Dissertations Abstracts International, Volume: 80-06, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
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502 $a Thesis (Ed.D.)--University of Southern California, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a Female students in context of dis/ability are an understudied population. The intention of this study was to understand what practices and perceptions worked to empower this population, in hopes of extrapolating these to better serve dis/abled females. This study asserted that teacher beliefs regarding race/ethnicity, gender, socio-economic status, and ability informed how students were perceived and their relative academic need. Teacher perceptions set expectations, informed interactions and guided learning opportunities. This qualitative case study, therefore, explored how a single teacher's beliefs regarding female students in context of dis/ability were expressed and revealed through his interactions. This participant, Mark, was selected using a nomination sample that sought to find a teacher who was exemplary at working with female students in order to identify efficacious practices and mindsets. Data was collected from classroom observations and semi-structured and informal interviews. Raw data was coded using in vivo codes, providing open codes. From this, axial codes and finally selective codes were generated. These selective codes were then checked against my conceptual framework generated from an in-depth literature review to determine credibility of these findings. The findings revealed that Mark was a well-intentioned teacher whose lack of reflection caused him not to see the unique learning needs of his students. His gender-neutral and color-blind mindset had detrimental effects, causing him to engage in destructive interactions more frequently with students who were not aligned with him. Despite his desire to build equality in the classroom, his narrowed view limited his ability to see female student need.
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