My interest for research was sparked early on in my college career by devoted professors and classmates. Never satisfied with the status quo, my research focuses on social norms in education and seeks to enlighten fellow educators on critical issues that some may have little to no knowledge of. Though my research does not provide all of the answers in terms of dealing with issues of equity, respect, and autonomy, I hope that the voices of participants, analysis and tentative proposed solutions can help other educators make important decisions in their own classrooms.
Future Teachers' Perspectives on African American English in the Classroom
I chose to study alternative forms of English, specifically African American Vernacular in the classroom. After a lot of comprehensive thought, I chose to research this project by reflecting on what I had observed in classrooms. From growing up, to my own field experience, to conversations I have had outside the classroom, my reflections were comprised of a multitude of settings. Over time, through both conversations and observations, I have noted the different levels of acceptance and accommodation regarding this “alternate form” of English. Some children who spoke in African-American English appeared to be marginalized in the classroom and assumptions were made with regard to their intelligence. Talking to many friends and their family members who speak African-American English I have noted the disturbing nature of many of their own experiences at school. A common reflection was that they felt their identities were not being celebrated and many of them experienced judgment from teachers over the years. This judgment was perceived to have stemmed from the way they spoke. I communicated with people on all sides of the issue including those who voiced that it’s important to correct, “slang” or else children risk never achieving upward social mobility if they do not speak the standard English. Over the years, I heard people weigh in but everyone agrees that this is an issue that needs to be addressed in the school system so that all students can be treated fairly and learn. I hope that my research will also help lay the groundwork for working with fellow teachers in the future on this topic.
LGBTQ Community Members' Early Experiences in Elementary Education
My research focused on the question, “What impact does sex and gender education have on an adult LGBTQ community member's identity?” Some supporting questions involved whether or not sex education or gender education were taught in the schools these students attended and what those classes actually entailed. Further questions focused on the content of each of those classes and the corresponding impact the participants feel that subsequent education had on their identities as children and adults. Result can be found below: