Academic Performance of Low SES At-Risk Black and Latinx Students: A Case Study of Teachers’ Perceptions

Author

Shelly Lynn AndersonFollow

Campus Location

Dallas Campus (Online)

Date of Award

3-2023

Document Type

Dissertation

Department

Organizational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Dianne Reed

Second Committee Member or Secondary Advisor

Laura Perry

Third Committee Member or Committee Reader

Sonerka Mouton

Abstract

This study determined the perspective of the teacher when researching low SES at-risk Black and Latinx students’ academic performance. Research, over the years, not only highlight reasons and evidence for the low academic performance and the struggles the low SES at-risk Black and Latinx students face. In addition, research also recommends educational interventions that are not effective in bridging the achievement gap of low SES at-risk Black and Latinx students in comparison to their wealthier, White counterparts. Previous research denotes that school districts desire to implement educational interventions for struggling learners; however, theories, strategies, and interventions often do not translate to application within the classroom. The qualitative case study demonstrated the perspective of 20 case study participants, who are current educators of low SES at-risk Black and Latinx students at a selected urban high school in south central Texas, with anecdotal data to support and connected the research. This qualitative case study will provide data from a questionnaire, interviews, and data from the teacher perspective from a selected urban high school (grades 9-12) in south central Texas. Key findings from the study included students’ and teachers’ basic needs must be met first before learning can occur (Maslow, 1943). Key findings also include the student/teacher relationship is critical to student growth and achievement. The 20 teachers perceive themselves as competent, confident, and capable educators and what they need from their district to support them in student growth and achievement is more time to plan and prepare lessons for a diverse population of students and more parental/guardian support because the academic gap is widening for the most vulnerable students of the nation. Finally, the 20 case study participants contributed their perceptions on COVID-19 and how that has compounded the challenges and barriers for low SES at-risk Black and Latinx students’ growth and achievement.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 License.

Recommended Citation

Anderson, Shelly Lynn, "Academic Performance of Low SES At-Risk Black and Latinx Students: A Case Study of Teachers’ Perceptions" (2023). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 558.
https://digitalcommons.acu.edu/etd/558