Literaturnachweis - Detailanzeige
| Autor/in | Smith, Lanell |
|---|---|
| Titel | Examining Diversity and the Role and Influence of Post-Secondary Faculty at a Predominantly White Institution in Tennessee: A Critical Race Case Analysis |
| Quelle | (2022), (105 Seiten)
PDF als Volltext D.Ed. Dissertation, East Tennessee State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-4268-9039-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Whites; College Faculty; Institutional Characteristics; Disproportionate Representation; Teacher Role; Diversity; Teacher Influence; Critical Theory; Race; Culturally Relevant Education; Educational Practices; Teacher Behavior; Schools of Education; Teacher Educators; Tennessee |
| Abstract | The purpose of this qualitative, critical race analysis study is to explore how White faculty conceptualize and apply critical race theory (CRT) and culturally responsive pedagogy (CRP) to curricula within a college of education and how the perceptions of their students' identities influence specific pedagogical decisions. The researcher sought to extend the research on CRT in education by analyzing specific, detailed cases and incorporating purposeful sampling by selecting participants who match specific study criteria, i.e. graduate-level White faculty located in Tennessee who teach in programs of education. This study was limited to six faculty in a college of education (in educational leadership and teacher education graduate programs) at a college in Tennessee. This study provided a framework for additional studies that may assist with exploring how faculty pedagogical decisions in the classroom could be impacted by incorporating CRT/CRP in courses and across curricula in educational leadership and teacher education graduate programs. A total of four themes emerged following the analysis of findings from this study: (1) CRT and CRP in Curriculum involved participants expressing awareness for the need to address race-related issues, e.g., race, diversity, equity, and inclusion matters, in their course curricula. In addition, this awareness highlighted their concerns for department-wide consistency across course curricula/programs and not just within their isolated courses; (2) CRT/CRP are Novel with Room to Improve was developed based on over half of the participants discussing aspects related to how CRT and CRP within the realm of teaching are nascent and only beginning to be implemented; (3) Faculty Conceptualization of CRT/CRP involved participants expressing an awareness of CRT/CRP but not a full conceptualization of the matter or how to incorporate it in the classroom to address race-related issues (diversity, equity, and inclusion matters) in their course curricula; Lastly, (4) Student Perspective and Composition was another common theme expressed. With race and diversity being the focus, many participants discussed student composition and student perspectives as being relational. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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