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In presenting this thesis or dissertation as a partial fulfillment of the requirements for an advanced degree from Emory University, I hereby grant to Emory University and its agents the non-exclusive license to archive, make accessible, and display my thesis or dissertation in whole or in part in all forms of media, now or hereafter known, including display on the world wide web. I understand that I may select some access restrictions as part of the online submission of this thesis or dissertation. I retain all ownership rights to the copyright of the thesis or dissertation. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation.

______________________________________________________ Adrianne Rochelle Pinkney “No Excuse” Citizens: A Case Study of Citizenship in an Urban Charter Network By Adrianne Pinkney Doctor of Philosophy Division of Educational Studies _____________________________________ Carole L. Joseph Cadray, Ph. Committee Member _______________________________________ Dr. Aiden Downey, Ph.

Committee Member Accepted: _______________________________________ Lisa A. Dean of the James T. Laney School of Graduate Studies ________________________________________ Date “No Excuse” Citizens: A Case Study of Citizenship in an Urban Charter Network Adrianne R. Pinkney Division of Educational Studies Emory University, Atlanta, Georgia An abstract of a dissertation submitted in fulfillment of the requirement for the Doctor of Philosophy, Division of Educational Studies, Emory University.

2016 Abstract In this study I reveal how four charter schools prepare low-income minority students for citizenship using the “no excuse” model. I explored the relationship among the ethos of the schools, citizenship education in social studies classes, and students’ depictions of themselves as citizens of their schools and the nation. Using a mixed methods approach, I collected data on students’ classroom and out-of-school experiences, as well as on students’ political and civic behaviors and attitudes, as they matriculated through an eighth grade social studies course. I analyzed data collected from student surveys, classroom and school observations, and interviews with principals, teachers, and students to address the following research questions: 1.

How do “no excuse” charter schools prepare students for democratic citizenship? How does the “no excuse” approach vary in different schools? 2. How does the intended, implemented, and received curriculum in social studies classes prepare students for citizenship? 3. How do students attending “no excuse” charter middle schools conceive of and enact their roles as current citizens and imagine their roles as future citizens? What are students’ civic and political attitudes, and current and projected civic/political behaviors? How do those attitudes and behaviors vary by gender, socio-economic status, and school? The first major finding of this study is that “no excuse” charter schools belonging to the same network vary in their approach to and implementation of the national network model. Second, civic education was not an explicit goal of the four “no excuse” schools in this study as schools were most focused on preparation for standardized tests.

Although teachers were somewhat committed to preparing students as future citizens, these commitments only occurred in ways that supported national and state curriculum standards. Third, enrolled students showed varied political attitudes. Students showed low levels of political trust as a result of uncertainty about the United States’ ability to care for their communities. Yet, students were efficacious and reported that they were able to understand political events and felt most efficacious when acting with others.

Although most findings were similar for students enrolled at different schools, females and students of higher socio-economic status (SES) had more positive attitudes toward the nation than did males and lower SES students. Finally, students supported voting as the most important civic action in a democracy and almost all expected to vote as adults. “No Excuse” Citizens: A Case Study of Citizenship in an Urban Charter Network By Adrianne Rochelle Pinkney B.Ed, The University of Georgia in Athens, 2009 Adviser: Carole L. A dissertation submitted to the Faculty of the Graduate School of Emory University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Division of Educational Studies 2016 Acknowledgements “Dear friends, let us love one another, for love comes from God.

Everyone who loves has been born of God and knows God. …Whoever does not love does not know God, because God is love. Dear friends, since God so loved us, we also ought to love one another… No one has ever seen God; but if we love one another, God lives in us and his love is made complete in us….God is love. Whoever lives in love lives in God, and God in them.

There is no fear in love. But perfect love drives out fear, because fear has to do with punishment. The one who fears is not made perfect in love… Whoever claims to love God yet hates a brother or sister is a liar. For whoever does not love their brother and sister, whom they have seen, cannot love God, whom they have not seen.

And he has given us this command: Anyone who loves God must also love their brother and sister.” Amended version of 1 John 4:7-21 As I journey toward living in love and taking full responsibility for creating love in my life, I find that education opened my mind to the possibility of the very thing I seek most: love. To teach someone to question, imagine, create, and think critically has been the ultimate act of love that has propelled me to realize love while living in a world that is confused about its realities and afraid of its healing powers. Paulo Friere wrote, “The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.” Education has been my catalyst.

I would start with thanking my teachers. Mommie, thank you for teaching me how to be a woman and grounding me in some good “home training.” Your lessons on how to present-well, speak-up, and wear the right undergarments have made a huge difference in my life as it gave me the self-esteem needed to feel worthy of all that is possible. Thank you for sharing with me and being painfully honest about your journey, it has helped me avoid many pitfalls and to better understand my journey. Daddy, your life has propelled me to be intentional about “doing my work” and healing.

I am breaking chains. Michael, thank you for stepping in. Cameron and Julian, you were the most intimate spectators to my childhood, as I was to yours; what a powerful bond to share! Let’s always hold hands, just like we used to do in the back seat of the car on the way home from church. Even when we were going along for their crazy ride, we made it through because we held hands.

I have two strong men supporting me throughout my journey. Thanks for always telling me I am beautiful. I love you so much. I have had many teachers who have helped me in ways both big and small, but a few I must name because they were the ones who changed my life.

Altamease Stephens, thank you for believing that 3-year-olds can read and thus making me an early reader. Fredrick Douglass wrote, “Once you learn to read, you will be forever free”; you opened the door to freedom for so many children. Sonya Ham, thank you for recommending me for the “gifted” program as it increased the quality of my education for the rest of my matriculation through public schools. I will never forget the day you cried for me when I couldn’t cry for myself.

You were an angel. Marybeth Childers and Mr. George Coccarelli thank you for showing me “restorative justice.” Because I disrupted class I had to teach a class; teaching those 4th graders changed my life. Margaret Propst, thank you for igniting my love of history and making social studies amazing.

Linda Mahan, you were simply an angel. Tyson, you are the ones who I knew loved me. Thank you for believing in me and making me feel special. I am grateful to all of the women who served as mothers, aunties, sisters, and friends.

Willette, when my mother selected you as my Godmother she gave me a gift. You were the only one to come visit me in Fayetteville. It mattered so much. You are truly a fairy godmother.

Sladdie, thank you for being my big sister. You were the first woman in my world that was limited to Christian-southern-church-ladies to show me that womanhood could look different. You were the only woman who was gutsy enough to tell me that sometimes the church ladies were wrong. You showed me that love is not about rules, but about acceptance.

You were a God-send. Paris and Amber, thank you for allowing me to be your big sister and show you the type of love that Sladdie showed me. Becoming a young woman is hard; I feel so lucky to be here for you. Toya, thanks for showing me that it is okay to be a pretty girl who lets her beauty shine.

The beauty of a woman is quite powerful; thanks for helping me recognize mine. Diane Sturdivant, Kim Stephens, Tynetta Brown, Debbie Morris, Mary Southern, Rose Hinnant, Sandra Garett, Karon Johnson, Tonisha Smith, Kelly Gunn, Patricia Johnson, Karen Falkenberg, Diane Tucker, Paige Edeburn, Holly Reiford, Christina Camp and the Sister Circle, Folami Prescott- Adams, Donna Mitchell, Jewel Faison, Patricia Waymon, Michelle Keeler, Tichi Pinkney and Karolyn Simmons your prayers, love, example, interest, and care has made all the difference. Each of you has provided a different example of what it means to be a sure, strong, and successful woman. Thank you for fostering the same in me.

To the men who love me…Uncle Dude, you were one of the first adults to tell me that I was not wrong. Thank you for listening to my truth and letting me know that my desire to be different was valid and necessary. Joshua, you “saw me” and showed up for me when no one else did. Thanks for always being on my “team.” Oscar “Pop-pop” Ewing, you have been my “good man” throughout my entire life.

Thanks for being a rock. Ernesto, for editing my papers, supporting my dreams, and being a wonderful friend, I consider you one of the most important people in my graduate school journey. You showed me what it means to really support someone. Thanks for being proud of me.

Uncle Colin, thank you for trying to help me understand it all. Adrian, I am thinking of you even now. Ehab thank you for participating in my awakening. Loving you taught me so much about me.

I wouldn’t change a thing. Friendship is the area of my life I feel most blessed. I have the best friends in the world. There are so many people to thank for loving me.

Jonathan and Krystal, we survived childhood together and your house was my second home. Thanks for knowing my story and remembering all the characters and scenes. You know that I did not imagine it all. April, escaping to the country with you was one of God’s graces.

Thanks for always being a refuge. Ashely, thanks for being in the room. Your presence was, and is, a reminder that I am not the “only little Black girl” even when I feel alone in this. Tia, you set the bar.

Kirk, you taught me how to ask for a raise, know my worth, and shoot for the stars. Your determination propels me forward. I’m just trying to keep up. Crystal, through you, I am learning that friendship requires commitment.

I look forward to healing our little girls together as friends. Troy, I love the type of man you are. You embody kindness, beauty, and understanding. We are connected because we both “love the kids” and our Mamas.