Browsing by Author "Nguyễn, Thu Sương Thị"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    The Spaces Between Us: An Affective Examination of Individual and Collective Memory in Parental Decision Making
    (2023-02) Silverman, Elena Hatton; Nguyễn, Thu Sương Thị; Maxcy, Brendan; Scribner, Samantha; Schall, Carly
    No pseudonyms are used in this dissertation. I found it very difficult to write about my participants using names that aren’t theirs. These are people who I know, who I have relationships with, who have been with me in one way or another for much of my life and choosing random and unrelated names for them felt wrong. However, to protect their privacy, they will be referred to throughout by single initials. All city and school district names have been omitted from this work. In sentences that discuss the participant’s current location I insert (name of city). In sentences that reference where we grew up, I include (the city we grew up in). When removing names needed for contextualization, I include an italicized parenthetical note. Writing by hand and handwriting play a significant role in this dissertation. Central to method as well as theory and discussion, much of the early work done in the process was all handwritten as were the letters that were sent back and forth for data collection. While you will not see handwriting throughout this dissertation you will read about it and will be able to see images of original handwritten text in the appendices.
  • Thumbnail Image
    Item
    Spooks, Saviors, and Saltwater: Counter-Narratives of Black Male Math Teachers
    (2025-04) Taylor, Evan Marquise; Morton, Crystal; Hayes, Cleveland; Kazembe, Lasana; Nguyễn, Thu Sương Thị; Sumpter, Daniella Ann Cook
    This phenomenological study explored the lived experiences of four Black male mathematics teachers in large U.S. urban areas, applying Critical Race Theory to examine the impact of education policies on their professional and political identities. The study aimed to contribute to the collection of narratives on the experiences of Black mathematics teachers, particularly Black men. To foreground these experiences, participant interview data is presented as a stage play in the form of instructive vignettes, centering the experiences, knowledge, and identity formation of Black male math teachers. By examining these intersecting identities across contexts, this study offers insights for policymakers and researchers to use in crafting supportive policies and practices that foster political identity development among Black men in the profession of teaching mathematics. Through interviews, the author explores participants’ relationships with mathematics, their responses to anti-Blackness in mathematics assessments, and the development of their professional identities, with each vignette serving as a counter-narrative for analysis and interpretation.
  • Thumbnail Image
    Item
    Tragic Hope at the Cruel Edge: Toward an Appreciation of the Everyday Struggles of the Displaced
    (IUI Office of Community Engagement, 2022) Nguyễn, Thu Sương Thị; School of Education