Date of Award
Fall 1-5-2024
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Policy Studies
First Advisor
Dr. Janice Fournillier
Second Advisor
Dr. Joyce King
Third Advisor
Dr. Joseph Feinberg
Fourth Advisor
Dr. Ursula Thomas
Abstract
Schools in the United States are re-segregating at an alarming rate under the guise of education reform and school choice initiatives (McNeal, 2009). In rural communities, charter schools have been found to function as public segregation academies, often replacing or supplementing the private schools established immediately following the Brown v. Board ruling (Chapman, 2018). This interpretive phenomenological study explores the experiences of female public school teachers in rural communities and clarifies how educational segregation, in the form of both private schools and charter schools, in rural communities in the southern United States affect these experiences. The research questions that guide this study are: 1) What are the experiences of female teachers who work in public schools in rural communities? and 2) How does educational segregation within the local community affect the experiences of female public-school teachers in rural districts? Data analysis took place through a hermeneutic circle approach, and the findings are presented in composite narratives. Results indicate that the experiences of female teachers who work in public schools in rural communities differ based upon their self-imposed identities as either "insiders" or "outsiders". Findings are discussed in terms of implications for education leaders, public school teachers, and community members in rural communities.
DOI
https://doi.org/10.57709/36413855
Recommended Citation
Ruth, Abigail S., "Forgotten Voices: Experiences of Five Female Public School Teachers in the Rural South." Dissertation, Georgia State University, 2024.
doi: https://doi.org/10.57709/36413855
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