Global ETD Search

1	Color-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas Whiting, Ross January 2016 (has links) This study examined the differences in teacher racial ideology among white teachers in urban, suburban, and rural areas. This study advances the scholarship on the ideological frames used by teachers in urban, suburban, and rural areas through an examination of the differences in teachers’ discourse and racial ideology. Using contact theory, this study employed interviews to examine teachers’ discourse related to racial inequality in education to determine whether there were similarities in teacher discourse within and across urban, suburban, and rural areas with differing racial compositions. Interviews were conducted with 42 teachers in urban, suburban, and rural school districts during the 2014-2015 school year. There were three major findings in this study. First, four original frames of color-conscious racial ideology were present in data across urban, suburban, and rural areas. Second, teachers across all areas employ the systemic responsibility frame to talk about the achievement gap, and the cultural racism frame to talk about increased violence in urban areas, revealing that teachers frame some topics similarly across areas of differing racial composition. Third, analysis of teacher racial ideologies using the eight frames of color-conscious and color-blind racial ideology reveal that teachers within Lincoln City, Gresham, and Arcadia employ specific frames within each area to talk about racial inequality in education. Further, teachers in Lincoln City and Gresham framed racial inequality in education more consistently using color-conscious frames than teachers in Arcadia, indicating that contact with outgroup members also shapes teacher racial ideology. / Urban Education Educational Sociology American Studies Contact Theory Racial Ideology Rural Teachers Suburban Teachers Urban Teachers White Teacher
2	Between Silence and Cheer: Illuminating the Freedoms and Frictions of Youth Reading Across Difference in a Middle Grade Classroom Segel, Marisa S. January 2024 (has links) Thesis advisor: Jon M. Wargo / Thesis advisor: Patrick Proctor / Book banning has exploded in recent years. Conflicts over what texts belong in schools have caused rifts in communities around the nation. Within English language arts (ELA) classrooms specifically, many teachers have been under scrutiny with local groups and national organizations demanding that some teachers be monitored, fired, or even arrested. Backdropped by this socio-historical moment wherein calls for book censorship and attacks against school teachers are commonplace, this three-article dissertation joins the growing scholarship that explores the challenges that arise when teachers and students dare to address topics of race, racism, gender, and sexuality in the ELA classroom. Designed as an ethnographic case study, this dissertation explores how one White ELA teacher and her sixth-grade students engaged with two regularly banned novels in a racially, culturally, and linguistically diverse classroom. The first paper employs critical Whiteness theory to examine the challenges, opportunities, and contextual factors that one White novice teacher encountered as she employed an antiracist approach to literature instruction. It offers a structural understanding of why so many White teachers attempt but fall short of delivering antiracist pedagogy effectively. The second paper traces how three students of Color in the class negotiated their emotions during conversations about race as it emerged within a literature unit. Using critical discourse analysis, I examine how language was mobilized to invite some emotions (e.g., surprise) and inhibit others (e.g., anger), manifesting as “emotional rules” that regulated students' responses to texts. The third paper examines how two LGBTQ+ youths engaged in literacy not only as a medium for identity work, but as a way to speak back to the social, political, and institutional contexts of their schooling. Placing the theatrical performances that queer youth wrote and directed at the center of my analysis, I submit that these literacy activities are a means of understanding how youth see themselves in the world. Taken together, these articles extend the scholarship on how teachers engage their students on issues of difference through literature, raising important questions about how sociopolitical tensions take shape through moments of silence and cheer in the ELA classroom. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teaching, Curriculum, and Society. antibias antiracist pedagogy English education LGBTQ+ youth middle school White teacher identity youth of Color
3	White Teachers, Racial Topics: Practical Applications of Second Wave Whiteness Kevin L Ryan (7481810) 17 October 2019 (has links) <p>The field of education in the United States is dominated by white educators, many of whom discuss race with their students. Often, white teachers do not know how to discuss race and may shy away from such discussions due to their insecurity with the topic of race. I realized my own ineptitude with racial discussion, and I wanted to find a way to scaffold racial discussions in classrooms, especially classrooms that were mostly white where teachers and students alike may tend to evade the whole discussion of race. I believe that Second Wave Whiteness (SWW) offers a robust theoretical framework to help white teachers discuss race with their white students. Other studies have investigated how white teachers talk about race, but there are few studies that investigate this in the context of a classroom with mostly white students and even fewer that have investigated the efficacy of SWW in practice in this context by directly measuring students’ progress. I conducted a study in which I observed a mostly white class of high school seniors taking an African American literature course that was taught by a white teacher. The teacher and some elements of the study design were influenced by SWW. Throughout the study, I collected and measured students’ responses to journal prompts, discussions, and surveys. Through a quantitative and qualitative analysis, I found that students’ comfort when talking about race increased, students’ change was associated with their beliefs at the beginning of the study, and that students’ politics predicted their engagement. My findings add to a broader body of work that suggests that SWW has a place in practical classroom application and that it may help students and teachers to develop down the path of anti-racism. This study further implies that SWW may have a place in de-radicalization techniques for white students who are resistant to ideas of anti-racism.</p> Education Secondary Education Second Wave Whiteness Racism White teacher White student Whiteness Practical Anti-racism Racial topics
4	Being and Becoming Across Difference: A Grounded Theory Study of Exemplary White Teachers in Racially Diverse Classrooms Feinberg, Jane S. 30 January 2023 (has links) No description available. Curriculum Development Education Education History Education Policy Educational Leadership Educational Psychology Educational Theory Ethnic Studies Inservice Training Middle School Education Minority and Ethnic Groups Multicultural Education Pedagogy Personal Relationships Psychology Secondary Education Social Research Social Psychology Sociology Teaching Teacher Education teacher-student relationships implicit bias deficit thinking pathologizing practices teacher expectations teacher identity critical whiteness studies white teacher identity studies relational-cultural theory critical race theory CRT cultural relevance asset-based pedagogies adaptive leadership middle and high school

1

Page generated in 0.0442 seconds