Educational Poverties in Alaska: Teachers' Perspectives

Abstract

In this mixed-methods study, we explore deprivations of educational entitlements as an example of poverty.  We include among educational entitlements: appropriate teacher attitudes, appropriate educational materials and instructional strategies, relevant curriculums, and school and classroom structures that support the familial and cultural experiences of the children in them.  Through interviews, surveys, and an examination of participant demographics, we explore Alaska teachers identification of instances of educational deprivations in their classrooms and schools and the relationship between identified deprivations and their personal and professional attitudes toward diversity and social justice.  From the point of view of the Alaska Native teachers in this study, their goal of preparing students to succeed in both their Native and White cultures is made more difficult because of the educational deprivations in their classrooms. This work has implications for many settings, as teachers struggle to keep fidelity with established norms and goals while providing the most appropriate opportunities for their students.