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Michael Apple's scholarship on curriculum, educational ideology, and official knowledge continues to be influential to the study of schooling. Drawing on the sociological insights of Pierre Bourdieu and the cultural studies approaches of Raymond Williams, Apple articulates a theory of schooling that pays particular attention to how official knowledge is

Michael Apple's scholarship on curriculum, educational ideology, and official knowledge continues to be influential to the study of schooling. Drawing on the sociological insights of Pierre Bourdieu and the cultural studies approaches of Raymond Williams, Apple articulates a theory of schooling that pays particular attention to how official knowledge is incorporated into the processes of schooling, including textbooks. In an effort to contribute to Apple's scholarship on textbooks, this study analyzed high school American history textbooks from the 1960s through the 2000s with specific attention to the urban riots of the late-1960s, sixties counterculture, and the women's movement utilizing Julia Kristeva's psychoanalytic concept of abjection to augment Apple's theory of knowledge incorporation. This combination reveals not only how select knowledge is incorporated as official knowledge, but also how knowledge is treated as abject, as unfit for the curricular body of official knowledge and the selective tradition of American history. To bridge the theoretical frameworks of incorporation and abjection Raymond Williams' theory of structures of feeling and Slavoj iek's theory of ideological quilting are employed to show how feelings and emotional investments maintain ideologies. The theoretical framework developed and the interpretive analyses undertaken demonstrate how textbook depictions of these historical events structure students' present educational experiences with race, class, and gender.
ContributorsKearl, Benjamin (Author) / Margolis, Eric (Thesis advisor) / Blumenfeld-Jones, Donald (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2011
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Description
The Civil Rights Project estimates that Black girls are among the least likely to graduate from high school. More specifically, only about half, or 56%, of freshman Black girls graduate with their class four years later. Beyond the statistics little is known about Black girls who drop out, why

The Civil Rights Project estimates that Black girls are among the least likely to graduate from high school. More specifically, only about half, or 56%, of freshman Black girls graduate with their class four years later. Beyond the statistics little is known about Black girls who drop out, why they leave school and what happens to them once they are gone. This study is a grounded theory analysis of the stories eight adult Black women told about dropping out of high school with a particular focus on how dropping out affected their lives as workers, mothers and returners to education. There is one conclusion about dropping out and another about Black female identity. First, the women in my study were adolescents during the 1980s, experienced life at the intersection of Blackness, womaness, and poverty and lived in the harsh conditions of a Black American hyperghetto. Using a synthesis between intersectionality and hyperghettoization I found that the women were so determined to improve their economic and personal conditions that they took on occupations that seemed to promise freedom, wealth and safety. Because they were so focused on their new lives, their school attendance suffered as a consequence. In the second conclusion I argued that Black women draw their insights about Black female identity from two competing sources. The two sources are their lived experience and popular controlling images of Black female identity.
ContributorsGriffin, Erica Nicole (Author) / Powers, Jeanne (Thesis advisor) / Fischman, Gustavo (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2011
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Description
This study explores experiences of women as they pursue post-secondary computing education in various contexts. Using in-depth interviews, the current study employs qualitative methods and draws from an intersectional approach to focus on how the various barriers emerge for women in different types of computing cultures. In-depth interviews with ten

This study explores experiences of women as they pursue post-secondary computing education in various contexts. Using in-depth interviews, the current study employs qualitative methods and draws from an intersectional approach to focus on how the various barriers emerge for women in different types of computing cultures. In-depth interviews with ten participants were conducted over the course of eight months. Analytical frameworks drawn from the digital divide and explorations of the role of hidden curricula in higher education contexts were used to analyze computing experiences in earlier k-12, informal, workplace, and post-secondary educational contexts to understand how barriers to computing emerge for women. Findings suggest several key themes. First, early experiences in formal education contexts are alienating women who develop an interest in computing. Opportunities for self-guided exploration, play, and tinkering help sustain interest in computing for women of color to engage in computing at the post-secondary level. Second, post-secondary computing climates remain hostile places for women, and in particular, for women of color. Thirdly, women employ a combination of different strategies to navigate these post-secondary computing cultures. Some women internalized existing dominant cultures of computing programs. Others chose exclusively online programs in computing to avoid negative interactions based on assumptions about their identity categories. Some women chose to forge their own pathways through computing to help diversify the culture via teaching, creating their own businesses, and through social programs.
ContributorsRatnabalasuriar, Sheruni (Author) / Romero, Mary (Thesis advisor) / Margolis, Eric (Committee member) / Lim, Merlyna (Committee member) / Arizona State University (Publisher)
Created2012
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In an attempt to gain a greater understanding of the interpretations and attitudes of higher education faculty in education programs teaching critical pedagogy, social justice, student empowerment and related concepts I conducted interviews with twenty faculty members in education programs in the New York City area. It is a study

In an attempt to gain a greater understanding of the interpretations and attitudes of higher education faculty in education programs teaching critical pedagogy, social justice, student empowerment and related concepts I conducted interviews with twenty faculty members in education programs in the New York City area. It is a study looking at the philosophies and conceptions of faculty and the relationship between those philosophies and their actions in the classroom. The interviews were transcribed and analyzed for trends and patterns. The nature of the questions focused on various aspects of critical pedagogy and allowed for an easy transition to preliminary categories based on the interview questions. The data was reviewed again for similarities and trends, and then again for comparison between the three identified perspectives: Professionalization Perspective, Democratic Student Development Perspective, and Critical Action Perspective.
ContributorsBoudon, Daniel John (Author) / Margolis, Eric (Thesis advisor) / Romero, Mary (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2015
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Description
Media is a powerful tool used to reflect and affect change in society. Within this study, a brief historical context is provided of roles African Americans in film were traditionally cast in. By employing Critical Race Theory (CRT), cultural capital, and NewBlackMan frameworks, I analyzed how Black male film

Media is a powerful tool used to reflect and affect change in society. Within this study, a brief historical context is provided of roles African Americans in film were traditionally cast in. By employing Critical Race Theory (CRT), cultural capital, and NewBlackMan frameworks, I analyzed how Black male film directors and producers depicted race, class, gender within the Black film boom of the early 2000s. I examined the depictions of educational outcomes of the characters within films utilized in this study. My results display progress that still needs to be made in breaking down traditional gender roles, how race needed to be more critically examined, and how educational outcomes of the characters were not realistic. I also provide suggestions for conducting media studies through the discipline of education in the future.
ContributorsWilliams, Jernine (Author) / Margolis, Eric (Thesis advisor) / Brayboy, Bryan (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2010