Date of Award
11-14-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Timberly Baker
Committee Members
Ella Benson, Kevin Siers
Call Number
ISBN 9798342763356
Abstract
This qualitative case study sought to analyze and describe both the quantity and quality of African American history curriculum integration into Virginia's U.S. History curriculum standards at three points in time (2008 standards, 2015 standards, and revised 2020 standards) in the three U.S. history courses (USI, 5th, USII, 6th, VUS, 11th). Regarding quality, the study measured African American history integration in the three identified U.S. History courses in the three standards revision years according to Banks' (1994) Four Levels of Multicultural Integration, as defined and discussed in the Conceptual Framework. The study results indicated Virginia's U.S. history courses integrate African American history equal to or to a higher percentage than has been denoted in previous national studies, with the 2020 standards drafted by the African American History Commission having the highest African American history integration. However, integration of African American history occurred on average at the lowest levels of James Banks' Four Levels of Multicultural Integration, the contributions or additive levels. None of the courses analyzed had standards that integrated African American history at the social action or decision-making level.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Souma, Roxanne, "The Integration of African American History into State History Curriculum Standards: Examining the Commonwealth of Virginia" (2024). Student Theses and Dissertations. 27.
https://arch.astate.edu/all-etd/27
