Global ETD Search

1	What Brings BIPOC Preservice Special Educators to the Field of Education? Taylor, Charly McAllister 14 August 2023 (has links) (PDF) BIPOC special educators are a needed profession throughout the country. The listener's guide was used to determine how 30 BIPOC special educators identified themselves in application essays to a special education teacher program. The essays were then used to determine common themes in BIPOC students' decision to become a special educator. These common themes were found throughout specific moments of someone's life. These moments are referred to as plotlines. These plotlines were broken down into categories: prior to elementary school, elementary school, junior high/middle school, high school, and post high school. It was found that during the elementary school plotline, many participants described having a sibling with a disability seemed to contribute to their decision to become special educators. Implications for practice, implications for research, and limitations are discussed. special education teachers of color identity Education
2	The Racial Reckoning of a Chinese American Teacher During the COVID-19 Pandemic Luong, Alicia 16 June 2022 (has links) Teacher diversity continues to receive increased attention in educational research, highlighting experiences of teachers of Color. Despite this attention, teachers of Color are rarely seen as contributors to educational research. During the COVID-19 pandemic, there was a distinct increase of anti-Asian hate crimes due to many people blaming the deadly virus and aftermath on all Asians. The purpose of this study was to examine the lived experiences of a Chinese American teacher in graduate school during times of heightened racial reckoning and unrest within the Asian American community. Using an autoethnographic approach, a timeline was constructed with events, later turning into memos, from three separate categories. One memo from each category was selected to develop into a vignette that was analyzed for overarching themes. Findings included the inextricable nature of the separate categories creating a metaphorical braid, the importance of validation, the internalization of the Model Minority Myth, and the delayed racial identity development as a result of Asianization. Understanding the lived experience in this study means to understand that teaching is a "whole person"job, the roles that allies and support structures have, and that racial identity is continuously developing. Possible implications from this study include creating intentional community groups for teachers of Color and teacher candidates of Color, and additional explicit opportunities for racial identity development in teacher preparation programs. This study may contribute to research focused on teachers of Color, specifically Asian American teachers, during times of racial reckoning and increased visibility. This study highlights the experience of an Asian American teacher in a field where the stories from Asian American teachers are often missing. Asian American teacher teachers of Color autoethnography racial reckoning
3	Perceptions of Teachers of Color in Independent Schools: Factors Associated with Teacher Retention Smith, Mary 01 May 2021 (has links) The purpose of this qualitative, phenomenological study was to explore the lived experiences of faculty of color in K-12 independent schools in the United States with particular attention to either supportive or non-supportive factors in their work. This study was designed to explore strategies for school leaders to retain faculty of color. This study was composed of the interviews of 12 faculty of color working at independent schools. Although there has recently been more attention given to the need to diversify the student body in independent schools, these schools still face challenges in diversifying the faculty population. The findings indicate that there are many factors associated with faculty of color feeling supported at independent schools including general job satisfaction, support from school administration, diversity, equity, and inclusion initiatives at the school, emotional and psychological impacts, internal and external social issues, and support from colleagues, parents, and alumni of the school. independent schools diversity equity and inclusion retention faculty of color teachers of color Educational Leadership
4	Homegrown Teacher Project: Developing an Early Intervention Pipeline for Teachers of Color Moreno, Yadira 01 January 2018 (has links) (PDF) The dissertation aims to explore a solution to address the cultural and racial gap between the teaching force and the student population in California. Homegrown teachers are teachers who return to their community where they were born and educated. Addressing the equity issues faced in public schools begins with exploring the benefits of teachers of color in the classroom. This action research study followed five homegrown first-generation Latina teachers through a 3-month process of mentoring first-generation Latina sixth-graders who hope of entering the teaching profession in the future. The study was guided by critical pedagogy, a mentoring framework, the critical mentoring strategy in addition to social capital theory. This dissertation documented the voices of the participants as they developed their mentoring relationship in the early intervention teacher pipeline. The challenges and experiences were documented through observations, researcher’s reflection, semistructured interviews, and a focus group. The study revealed that, with appropriate preparation, students of color are more likely to choose a teaching career and return to their community to become homegrown teachers. The emerging themes of the study were that (a) culture and language shaped the mentoring relationship, (b) homegrown teachers were essential to mentoring students of color, (c) for Latinos, education was a family journey, (d) socializing students of color into career aspirations, (e) acculturation into the teaching profession—learning to become a teacher, and (f) time and gender were the major constraints; redefining future mentoring relationships. This action research revealed the many benefits for teachers and students to develop critical mentoring relationships. action research critical mentoring homegrown teachers mentoring urban school students teacher pipeline teachers of color Education
5	“Not Backing Down”: A Narrative Inquiry Of Black Women Teachers In Urban Schools Gabbadon, Andrea, 0000-0002-3273-2041 January 2022 (has links) Recent events- including the overlapping pandemics of hyper-visible racism, policebrutality, economic downturn, climate crises, and the Covid-19 virus- have reified the significance of teacher diversity to counter structural inequalities in education. Of particular concern are low-income urban schools. While greater teacher diversity exists in urban schools, Black teachers - and Black women in particular- experience high turnover compared to their white and male counterparts. Through a contextual analysis of Black women teachers, the purpose of this study was to explore intersectionality and identity negotiation by investigating whether professional experiences and decisionmaking were moderated by ethno-racial and gender identities. Multiple sources of data were collected regarding eight self-identified Black women of the African diaspora with at least two years of experience in urban schools. Analysis of demographic surveys, open-ended responses, and three rounds of semi-structured interviews yielded ten themes: 1) supplementing curriculum with counter-narratives and role models, 2) facilitating conversations about race-related current events, 3) teaching the truth about American history, 4) guiding students to navigate a racialized society, 5) experiencing microaggressions in interracial interactions, 6) disengaging from diversity initiatives, 7) participating in supportive intra-racial relationships, 8) avoiding gendered racial stereotypes, 9) pursuing desired ends, and 10) redefining professionalism. The result of this study adds to the research base regarding intersectionality and identity negotiation as factors influencing teachers of color in urban schools. Additional recommendations are also given to guide research, practice, and policy. / Policy, Organizational and Leadership Studies Education policy Education Educational sociology Black Feminist thought Black women teachers Identity negotiation Intersectionality Teacher diversity Teachers of color
6	A Phenomenological Study on the Mentoring Experiences of Teachers of Color in New Orleans Nichols, Ingrid Alvarado 23 May 2019 (has links) Mentoring has been used for centuries as a way for a person to pass on knowledge, skills, or support to a less experienced person. Mentoring in the workplace, however, was not studied until the early 1980s, and then more than a decade later, mentoring was studied in the context of the K-12 teacher workforce. Mentoring has improved teacher effectiveness (Yuan, 2015; Koedel, 2009; Campbell and Malkus, 2011); increased teachers’ self-efficacy (Ingersoll & May, 2011; Saffold, 2005; Louis, 2016); and contributed to teacher retention (Ingersoll & Kralik, 2004; Cohen & Fuller, 2006). Most mentoring studies and theories, however, have been developed with a teacher population that is largely White. While about 50% of students in K-12 public schools in the U.S. are non-White, only 18% of teachers are non-White. Because teachers of color have a profound and positive impact on students, they are worth studying. The purpose of this study is to understand the mentoring experiences of teachers of color in K-12 public charter schools in New Orleans, and to explore how teachers of color benefited from mentoring in the areas of career development and psychosocial support. The researcher utilized a qualitative, phenomenological approach by interviewing ten participants and analyzing the essence of their experiences. Five themes resulted from this research: race plays a significant role in the mentoring of teachers of color; the charter school system in New Orleans has had an impact on the racial make-up of teachers; informal and formal mentoring form a winning combination; mentors provided teachers of color with validation and cultural navigation tools; and mentoring improved teaching practices and retention. This study can have an impact on mentoring theory as it relates to race and identity. This study also has practical implications for K-12 leaders in the way that teachers of color are supported. Adult and Continuing Education Educational Leadership Education Economics Gender Equity in Education Urban Education
7	Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative Finau, Lynette Suliana Sikahema 18 August 2021 (has links) No description available. Educational Leadership Education Educational Sociology Education History Education Policy Educational Theory African American Studies American Studies Cultural Anthropology Early Childhood Education Education Philosophy Ethnic Studies Ethics Hispanic American Studies Higher Education Latin American Studies Secondary Education teacher identity bridging identity students of color minority teachers of color racism in education achievement gap vision gap Pacific Islanders role models first-order narratives

1

Page generated in 0.0801 seconds