Professional Doctorate in Educational Leadership (ProDEL)
School of Education
Anne Marie FitzGerald
critical race theory, White identity development, social justice, education, dysconscious racism
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.
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
Available for download on Saturday, August 11, 2018