The findings of this dissertation reveal that the literacies and knowledge of the young people in this study are etched on and within their bodies, shaped by their lived realties, grounded in land, and transcend generations and borders.
Further, this study grapples with the implications for examining literacies in community spaces, de-centering school, and looking towards young people as collaborators in efforts to trouble and rupture colonial ideas of teaching and learning. S., classroom teachers are faced with an increasing number of students from linguistically diverse populations.
Moreover, differences in group identity, culture, and reaction to inequitable treatment may distinguish the two groups from one another.
In response, this quantitative dissertation will investigate how and in what ways racial and ethnic identity contribute to the academic performance of 300 Black American and African immigrant high school students.
What happens when children co-construct their own identities through image-making?
Framed within critical childhood studies, this work positions young children as a distinct cultural group worthy of study (Bazalgette & Buckingham, 1995).
Study 1 prepares the foundation by addressing measurement.
Specifically, it assesses whether the survey traditionally used to measure Black youth’s racial identity (Scottham et al.
Results collected from 390 respondents reveal a significant relationship between the level of training received and SLP’s opinions/attitudes of AAE.
This relationship underscores the need for increased training of SLPs and other educational professionals.