Practicing antiracism in schools: exploring the motivations and experiences of public school teachers who believe in social justice
Frye, Nina Samii
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https://hdl.handle.net/2142/124406
Description
Title
Practicing antiracism in schools: exploring the motivations and experiences of public school teachers who believe in social justice
Author(s)
Frye, Nina Samii
Issue Date
2024-04-25
Director of Research (if dissertation) or Advisor (if thesis)
Hale, Jon
Doctoral Committee Chair(s)
Hale, Jon
Committee Member(s)
Pak, Yoon
Hood, Denice W
Lee, Sharon
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Antiracism
Critical Whiteness Studies
Culturally Relevant Pedagogy
Equity Pedagogy
Racial Literacy
Social Justice
Language
eng
Abstract
Racial mismatch between white public-school teachers and students of color continues to grow. Although some white teachers are able to bridge the racial and cultural divide to successfully teach students of color, many are not. This racial and cultural divide contributes to many inequities for students of color, including a lack of qualified teachers, lower graduation rate, less access to advanced coursework, and increased likelihood of being tracked into lower-level classes. Teachers who ascribe to social justice and/or antiracist ideologies may be more likely to advocate for students of color. Utilizing the frameworks of Critical Race Theory and Critical Whiteness Studies, this research seeks to identify formative experiences of teachers who ascribe to social justice and/or antiracist ideologies. White teachers who ascribe to social justice and/or antiracism were recruited to respond to a questionnaire detailing their personal and professional experiences that helped them form their antiracist beliefs. Analysis of the data can be used to inform instruction of preservice educators to better prepare them to teach diverse student populations. If more teachers practice antiracism, then they may be able to help correct educational disparities and improve outcomes for Black, Indigenous, and other students of color.
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