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dc.contributor.authorGutierrez, Michaela
dc.date.accessioned2017-08-24T21:27:48Z
dc.date.available2017-08-24T21:27:48Z
dc.date.created2017
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/123456789/4742
dc.description.abstractThis study examined the influence of the Black Lives Matter movement in an urban school in southeastern Wisconsin. It used qualitative methods to determine teachers’ perceptions of how to address the Black Lives Matter movement with their students. There were seven staff members with varying levels of educational and career experience in one Midwestern middle school that were interviewed. A semi-structured interview structure was used with seven predetermined questions, supported by follow up probes. According the qualitative findings, all staff members acknowledged the impact that the Black Lives Matter had on their students, however, few participants felt comfortable broaching the topic, and were unsure of how to support their students. As the conflict between marginalized communities and the police continues to dominate the news, students are continually exposed to the violence which undoubtedly impact their mental health, and therefore for performance in school- both academic and functional. The participants identified avenues to move forward and supports they would need from the school, the district, the community, and even their teacher- education programs in order to address the Black Lives Matter movement with their students and provide a safe and accepting learning environment for all students.en
dc.language.isoen_USen
dc.subjectBlack Lives Matteren
dc.subjectMiddle schoolen
dc.subjectmarginalized communitiesen
dc.subjectteachersen
dc.titleTeachers' Perceptions of How to Address the Black Lives Matter Movement with their Studentsen
dc.typeThesisen


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