Informal Teacher Mentorship in Diversity, Equity, and Inclusion over Instagram: A Qualitative Study

Autor/in	Muir, Maggie D.
Titel	Informal Teacher Mentorship in Diversity, Equity, and Inclusion over Instagram: A Qualitative Study
Quelle	(2022), (191 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California Lutheran University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-2077-7
Schlagwörter	Hochschulschrift; Dissertation; Mentors; Informal Education; Diversity; Equal Education; Inclusion; Social Media; Photography; Critical Theory; Race; White Teachers; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Informelle Bildung; Nichtformale Bildung; Inklusion; Soziale Medien; Fotografie; Kritische Theorie; Rasse; Abstammung
Abstract	Social media is becoming a professional resource in education as teachers aspire to integrate Diversity, Equity, and Inclusion (DEI) into their curriculums and teaching practices (Carpenter, 2019; Hardy, 2014; Oddone, 2019). Previous research records 82% of educators use Instagram; this number implies influencers' ideas are reaching a significant number of the teaching force (Oddone, 2019). Finally, previous studies show the success of teacher mentorship in building efficacy, retention, and well-being (Williams, Gillham, & Evans, 2016: Kane & Francis, 2013). The purpose of this qualitative study was to uncover the experiences of teachers who use Instagram for DEI purposes as influencers and/or followers, the extent it affects their classroom practices, and how influencers may act as informal mentors. This study investigated the intersection of DEI, mentorship, and social media through Critical Whiteness theory. Four influencers and fourteen White K-12 educators from the United States participated in this study. Three points of data were analyzed including influencer interviews, follower interviews, and content analysis. This study found a misalignment between follower and influencer perspectives on informal mentorship. The data suggested Instagram DEI influencers can act as informal mentors for their followers and impact classroom practices. This study has implications for teacher training, informal mentorship characteristics, and a new education application. [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