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ERIC Number: ED566794
Record Type: Non-Journal
Publication Date: 2016
Pages: 144
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3394-9056-4
Equity and Equality in Elementary Public Education: Historical Perspectives and the Perceptions of Education Leaders
Yamamoto, Sylvia Dihanne
ProQuest LLC, Ed.D. Dissertation, Cambridge College
The purpose of this qualitative study was to explore how elementary principals perceive their roles in the context of equity and historical inequality in public education. Three elementary principals of three different socio-economically and culturally diverse elementary school districts responded to interviews and questionnaires. They expressed their perceptions of how educational equity and equality are manifested for inner-city African American students in public elementary schools compared to urban and suburban elementary students. In order to deal with the complexity surrounding issues of equity and inequality, this study also examined historic events focusing on the decisions and policies that shaped public education and supported the tenets of critical race theory. The results of this research suggest that a dichotomous society exists in the world of public education among school districts. Lower achievement and lower self-esteem among African American students in the economically challenged environments of inner-city schools are ameliorated by educated parents involved with their children's education, equity of school funding, and a more balanced approach to standardized testing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A