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Item Master's Thesis: Educational Tracking and Shelby County's Optional Schools(Memphis, Tenn. : Rhodes College, 2020)This thesis critically examines the Shelby County Schools' optional program in Memphis, Tennessee, arguing that it reinforces racial and socioeconomic inequities through selective admissions criteria and educational tracking. Using a comparative case study of two schools: Idlewild Elementary and Cummings K-8. The study reveals how optional programs disproportionately benefit White and affluent students while marginalizing Black and low-income students. Drawing on theories from Jean Anyon and Beth Hatt, the author demonstrates how concepts of "smartness" and giftedness are socially constructed and aligned with Whiteness and middle-class norms. The research highlights disparities in discipline, teacher absenteeism, and access to rigorous curricula, showing how these factors contribute to systemic educational debt and the school-to-prison pipeline. The thesis concludes by advocating for the abolition of the optional program and a reinvestment in equitable, high-quality education for all students in Shelby County.Item Master's Thesis: Can Authentic Assessments Enhance the Use of Higher-Order Thinking Skills?(Memphis, Tenn. : Rhodes College, 2020)This thesis explores how authentic assessments—those rooted in real-world relevance and student-centered learning—can foster higher-order thinking skills (HOTS) such as critical thinking and problem-solving. Millbrook critiques standardized testing as dehumanizing and disconnected from students' lived experiences, arguing that authentic assessments promote intrinsic motivation and meaningful engagement. Drawing on Paulo Freire's pedagogical theories and Gulikers et al.'s five-dimensional framework for authentic assessment, she proposes a model that integrates student voice, cultural relevance, and individualized learning contexts. The study emphasizes the importance of anecdotal records and teacher-student interaction in designing assessments that reflect students' strengths and needs. Ultimately, Millbrook advocates for a shift toward humanizing, inclusive assessment practices that empower students to demonstrate their full intellectual potential.Item Master's Thesis: "Obviously, You Play Football, Right?" Black Masculinity Constructed in the Face of Racism: An Autoethnographic Study(Memphis, Tenn. : Rhodes College, 2020)This autoethnographic study explores how Black masculinity is constructed and performed by Black male student-athletes at Division III predominantly White institutions (PWIs), a population often overlooked in existing research. Using Critical Race Theory (CRT) as a framework, Sherrell reflects on his own experiences as a football player at a small liberal arts college in Memphis, Tennessee, to examine how racism, stereotyping, and institutional structures shape identity and behavior. The study identifies three key areas of marginalization: classroom stereotyping, racial hostility within athletic spaces, and the symbolic violence of racist campus landmarks. Sherrell argues that Black male athletes are often forced to suppress their racial identity to gain acceptance in White spaces, while simultaneously being excluded from Black student communities due to athletic obligations. The thesis calls for systemic change in higher education to support the emotional and academic well-being of Black male student-athletes and to dismantle the normalized racism embedded in campus culture.Item Master's Thesis: Integrating Social Justice into Mathematics Curriculum(Memphis, Tenn. : Rhodes College, 2020)This thesis explores how mathematics education can be transformed through a social justice lens to empower students as critical thinkers and agents of change. Marcia White argues that mathematics is not neutral but inherently political, capable of reinforcing or dismantling systems of oppression. Drawing on the work of Freire, Gutstein, and Ladson-Billings, she outlines a theoretical framework for Teaching Mathematics for Social Justice (TMSJ) and presents a five-lesson Algebra I unit focused on minimum wage and housing affordability in Memphis. The curriculum integrates mathematical modeling, real-world data analysis, and artistic expression to help students connect math to their lived experiences and advocate for economic justice. The study emphasizes the importance of culturally relevant pedagogy and student agency in fostering both mathematical literacy and civic engagement.Item Master's Thesis: "I'd Rather Be in Trouble Than Be Embarrassed": A Literature Review of the Relationship Between Behavior and Literacy in Urban Schools(Memphis, Tenn. : Rhodes College, 2020)This thesis explores the connection between literacy development and student behavior in urban elementary schools, arguing that disruptive behavior often stems from students'discomfort with their reading abilities. Using a Critical Race Theory (CRT) framework, Boyd critiques how systemic racism, poverty, and punitive school environments contribute to literacy struggles and behavioral issues among students of color. The literature review categorizes research into three areas: the historical education debt, the behavioral impact of academic struggle, and instructional strategies that address both. Boyd emphasizes that traditional classroom management often criminalizes students rather than supporting their academic and emotional needs. The study calls for culturally responsive, trauma-informed, and literacy-centered teaching practices that affirm students'identities and promote equitable learning environments.
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