Defense Date
5-10-2018
Graduation Date
Summer 8-11-2018
Availability
Immediate Access
Submission Type
dissertation
Degree Name
EdD
Department
Professional Doctorate in Educational Leadership (ProDEL)
School
School of Education
Committee Chair
Anne Marie FitzGerald
Committee Member
Connie Moss
Committee Member
Carol Parke
Keywords
critical race theory, White identity development, social justice, education, dysconscious racism
Abstract
Utilizing critical race theory (Ladson-Billings and Tate, 1995) and King’s (1991) theory of dysconscious racism, this dissertation aims to explore the beliefs and actions of teachers operating within an inherently racist society. Teachers struggle with many disadvantages from inadequate funding to lacking support structures. Yet these teachers continue to work hard to support their students. One external disadvantage these teachers may face and not even be aware of is dysconscious racism. Through a qualitative pilot study of journals and discussions of two middle school English Language Arts teachers, this research intends to explore how intentional classroom changes to encourage and support diversity affect both the students and the teachers.
Language
English
Recommended Citation
Altman, D. (2018). Action to Awareness: Surfacing Dysconscious Racism through Focused Professional Development (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1472
Included in
Junior High, Intermediate, Middle School Education and Teaching Commons, Online and Distance Education Commons, Other Teacher Education and Professional Development Commons