Frameworks
Thomas (2021) used Crenshaws theory of intersectionality framework. Hall (2017) used a conceptual framework of transformational leadership developed by Burns and its application to school reform. Marshall (2019) used the conceptual framework of multicultural education developed by James A. Banks in support of the study of attitudes of preservice teachers toward multicultural competence.
Thomas (2021) leverages Crenshaw's theory of intersectionality, which contends that social categorizations such as race, class, and gender intersect to create a complex system of discrimination or privilege. Given that the study's focus is on the experiences of Black female middle school students - a group at the intersection of multiple identities - this framework is highly relevant. It helps illuminate the unique experiences and challenges faced by Black girls and provides a nuanced lens through which to examine the role of teachers' interactions and emotions in conflicts. Thus, the intersectionality theory adequately supports the research problem and helps to answer the study's central questions.
Hall (2017) uses the conceptual framework of transformational leadership developed by Burns, focusing on leaders who inspire followers to exceed their own self-interest for the good of the organization. In the context of high school reform, the principal, as the leader, can use transformational leadership to empower educators and foster an environment conducive to school reform. The transformational leadership framework supports the research problem by providing the context to understand how principals apply these leadership styles to enhance student achievement and graduation rates amidst increased accountability.
Marshall (2017) applies the conceptual framework of multicultural education developed by James A. Banks. Given the study's focus on preservice teachers' readiness to teach diverse student bodies, the use of this framework is appropriate. Multicultural education emphasizes the importance of including different cultural perspectives in teaching, which aligns with the goal of preparing teachers to be competent in teaching diverse student populations. This framework supports the research problem by providing a perspective through which to assess and enhance the multicultural competence of preservice teachers.
References
Hall, D. (2017). The Lived Experiences of High School Principals Implementing the Core
Principles of High School Reform. Nova Southeastern University.
Marshall, A. (2017). Evaluating the Attitudes of Preservice Teachers Toward Multicultural
Competence. Nova Southeastern University.
Thomas, D. (2021). Teachers Navigating Emotions and Communication Exchanges in Teacher-
Student Conflicts at a Black Urban All-Girls Middle School. Nova Southeastern University.
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