Being and Becoming across Difference: A Grounded Theory Study of Exemplary White Teachers in Racially Diverse Classrooms

Autor/in	Feinberg, Jane S.
Titel	Being and Becoming across Difference: A Grounded Theory Study of Exemplary White Teachers in Racially Diverse Classrooms
Quelle	(2023), (306 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Antioch University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-0483-6
Schlagwörter	Hochschulschrift; Dissertation; Grounded Theory; White Teachers; Teacher Attitudes; Teacher Student Relationship; Minority Group Students; Diversity; African American Students; Secondary School Teachers; Reflection; Cultural Awareness; Teacher Education; Teacher Recruitment; Teacher Selection; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Cultural identity; Kulturelle Identität; Lehrerausbildung; Lehrerbildung; Lehrerrekrutierung; Master-Studiengang
Abstract	Of the roughly 3.5 million public school teachers in the United States, approximately 80% are White. In contrast, about 51.7% of the nation's students are African American, Hispanic, Asian, and American Indian. This mismatch is expected to grow as the number of BIPOC students in our nation's public schools continues to increase. Studies have shown that strong positive relationships are essential for learning, but often, the relationships between White teachers and BIPOC students are strained at best, leading to poorer learning outcomes. The purpose of this Constructivist Grounded Theory study was to explore an understudied question: How do White teachers who have been deemed "exemplary" by educators and parents of Color perceive their relationships and experiences with BIPOC students in an educational system and a society that often marginalizes them? Open-ended interviews were conducted with 19 middle and high school teachers in Massachusetts. Dimensional analysis revealed Being-and-Becoming Across Difference as the core dimension. Five primary dimensions were identified: Reflecting, Relating, Embodying Humility, Affirming Culture, and Holding Hope. Results of this study suggest that significant changes are needed in the recruitment and hiring of White teachers and that pre-service and in-service professional development must support White teachers in far more robust and sustaining ways than currently exist. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01