Dalson Gunter

University of North Georgia Student / High School Social Studies Teacher

The article is about how the voices of the marginalized should be integrated in teaching history, especially in terms of culturally responsive teaching, in order to make the classroom more inclusive. It examines the relevance of teacher preparation, incorporation of diverse histories, and the use of technology in fostering cultural respect. The study reveals that the self-efficacy of teachers in multicultural classrooms is directly related to their perceptions of diversity climate in schools. It also stresses the necessity to take the marginalized histories, like the history of LGBTQ+ as well as Latinx, into consideration, to consider the whole picture of history. The article finds that teachers should consider prioritizing diversity and inclusion to create an inclusive and engaging learning environment that suits all students.

Michael Kuran

Northern Illinois University

This mixed methods study explored the perceptions of high school students towards online learning during the COVID-19 pandemic by examining the factors that affected their academic achievement. The survey results revealed that a lack of social presence contributed to students’ disengagement from online learning, affecting their academic performance. A qualitative thematic analysis approach was applied to analyze open-ended questions. The findings from this study demonstrated the importance of giving voice to students and learning from their experiences with online learning during the pandemic. Specifically, this study focused on understanding how students perceived the transition to online learning and how their experiences with online learning affected student learning outcomes.

Sebahattin Ziyanak

University ofT exas Permian Basin

The Native American princess pageant is an institution that provides a site within which Native American women exhibit and advocate for traditionally important tribal values and behavior. In doing so, princesses transmit culture, and honor is bestowed upon their families, ancestors, and elders. Through their travels and interaction with others, princesses are afforded opportunities to share their culture as they learn more about the cultures of others (Aicinena & Ziyanak, 2024; Cherokee Phoenix, 2023; Fox, 2017; Lonelodge, 2019). In the current study, we sought to determine through qualitative research methods how a specific tribal princess program, specifically the Choctaw Princess and Royalty Program, assists in the maintenance and perpetuation of traditional Choctaw culture and how the program contributes to strengthening Choctaw identity within the program’s participants. To date, no researcher has published study in which this topic has been explored. Our findings led to the identification of three themes and six subthemes: 1) Formal Cultural Education: The Princess in Training Program. Subthemes include Personal Growth, and Cultural Educators. 2) Becoming a Functioning Member of the Choctaw Nation which encompasses four subthemes: Respect for Others, Cultural Identity, Servant Leadership, and Humility. 3) Choctaw Princesses Serve as Role Models. During the process of preparing for pageants, in the midst of pageant competition, and while serving their year-long term as a princess, Choctaw girls and women learn about and share their traditional culture while strengthening their identity as members of the Choctaw Nation.