Date

12-2017

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Academic Achievement, Latina, Latino, Middle School, Parent Support Teacher Perceptions

Disciplines

Bilingual, Multilingual, and Multicultural Education | Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Psychology

Abstract

The purpose of this case study was to investigate teacher perceptions into the educational obstacles of eighth-grade Latino males. For the purpose of this research, educational obstacles are generally defined as anything which obstructs Latino males from receiving a high school diploma. Critical Race Theory and Expectancy-Value Theory provided a lens to view the perceptions investigated in the study. Participants included 12 teachers from different middle schools across Northern Georgia. Teacher perceptions of educational obstacles (intentional or unintentional) were investigated through interviews, focus groups, pilot studies, and observations. Guiding the study was the research question: What are teacher perceptions of obstacles faced by eight-grade Latino males which may affect their educational achievement? Thematic analysis identified to identify four important and emergent themes: teacher-created obstacles, parent-created obstacles, student-created obstacles, and environmental-obstacles.