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

Available for download on Saturday, August 11, 2018

Share

COinS