Educating students of color: white teachers journey of understanding, an interpretive phenomenological analysis.

Permanent URL: http://hdl.handle.net/2047/D20247296
Title:
Educating students of color : white teachers journey of understanding, an interpretive phenomenological analysis
Creator:
Snow, Shannon (Author)
Contributor:
Young, Carol (Advisor)
Brown Thompson, Corliss (Committee member)
Drottar, John (Committee member)
Language:
English
Publisher:
Boston, Massachusetts : Northeastern University, 2017
Date Accepted:
February 2017
Date Awarded:
April 2017
Type of resource:
Text
Genre:
Dissertations
Format:
electronic
Digital origin:
born digital
Abstract/Description:
Despite recent federal mandates to address the educational achievement gap between white students and students of color, the educational outcomes for students of color do not match that of their white peers. Many initiatives and reform efforts have addressed the structural inequities in school, yet little research has been conducted to explore how white teachers make sense of their role educating students of color. Teachers have a significant impact on students, their success in school, as well as their potential to complete high school, and to best meet their needs, an exploration into how teachers perceive their own ability to educate students of color needs to be examined. Utilizing Interpretative Phenomenological Analysis methodology through the theoretical framework lens of Self-Efficacy, this study provided insight into how teachers make sense of their experience in educating students of color. Data analysis of interview transcripts revealed four emergent themes including Teacher Perspective, Pedagogical Strategies, Supports and Assistance, and Emotional Connections. Evident in the study is the lack of preparedness white teachers had to educate students of color. Implications for future study include narrowing the definition of students of color, a case study analysis of a teacher in their first or second year teaching students of color, and research into the knowledge and use of culturally proficient strategies across various subject areas at the high school level. Recommendations for practice include increasing the capacity of all educators to educate students of color, providing support for students of color being taught by white, inexperienced teachers, and working with teacher preparation programs to develop specific courses that will prepare teachers to work with a diverse group of students.
Subjects and keywords:
race
self-efficacy theory
students of color
teacher perceptions
DOI:
https://doi.org/10.17760/D20247296
Permanent Link:
http://hdl.handle.net/2047/D20247296
Use and reproduction:
In Copyright: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the right-holder(s). (http://rightsstatements.org/vocab/InC/1.0/)
Copyright restrictions may apply.

Downloads