Education Commons^™

Borderlands: (Un)Covering The Narratives Of Teacher Candidates Of Color In A Pds Context, Jennifer I. Perez

USF Tampa Graduate Theses and Dissertations

This research aims to uncover the narratives of teacher candidates of color and their experiences with race and racism while learning to teach in a PDS context, develop an understanding of how state and local policies manifest within these experiences, and explore the roles of pláticas as a context for critical conversations. This research study captured the stories of three teacher candidates of color, Ms. L, Susan, and Amerie, learning to teach in a PDS context. I used the transformative framework of Critical Race Methodologies in conjunction with case study methods to uncover the experiences of the study contributors and …

Conversations About Race Between Educators And K-12 Students, Elana Wolkoff, Ronda Goodale

Race and Pedagogy Journal: Teaching and Learning for Justice

Conversations about race between teachers and K-12 students have been found to improve racial attitudes for students of all races and to serve as a protective factor for students of color. This study examines perspectives of educators and youth in regard to these conversations, obstacles that impede them and factors that increase positive outcomes. Eighty-nine educators and 130 youth completed questionnaires that included multiple choice and open response questions. Samples were diverse in regard to race and geographic region within the US. Using descriptive statistics and thematic analysis, researchers found that these conversations generally have positive outcomes and often strengthen …

Highlighting Teacher Voices: Discussions On Race And Racism In The Elementary Classroom, Carrie Lynn Buckner

Doctoral Dissertations

Throughout my career in education, I have observed that teachers are challenged by engaging in discussions involving race and racism. This study seeks to understand teachers’ feelings further when discussing race and racism in the elementary classroom by answering the research question: How do elementary teachers experience race and racism in their schools and classrooms?

This qualitative, critical narrative inquiry dissertation focused on three participant interviews with public-school elementary teachers in Tennessee. The data generated from these interviews informed narratives and were then analyzed through the lens of Critical Race Theory. This was followed by In Vivo and structural coding …

The Impact Of Teacher And Student Racial And Ethnic Matching On Student Outcomes: A Quantitative Study, Daryl Minus-Vincent

Seton Hall University Dissertations and Theses (ETDs)

This study aimed to investigate the predictive relationship of teacher race on student outcomes in New Jersey public schools, as measured by the New Jersey Student Learning Assessment (NJSLA), chronic absenteeism, and graduation rates. Specifically, the relationship between teacher and student race matching with Black students, the schoolwide population of students, and a subset of urban schools was examined. The study investigated the potential of race matching to address the problem of racial and ethnic student achievement gaps. Studies indicate that pairing students with teachers with whom they share the same race and ethnicity can lead to increased cultural understanding …

The Principal’S Role In Expanding Multicultural Understandings In Predominantly White, Rural, Middle School Grades, Jacquelynne Chase

Educational Studies Dissertations

The purpose of this study was to explore the principal’s role in expanding multicultural understandings in predominantly White, rural, middle school grades. A review of the literature provided information on three areas: (a) benefits of expanding multicultural understandings, (b) implementing multicultural understandings, and (c) school leaders’ role. The literature did not include information to address a prevalent problem in Massachusetts: Principals of rural, predominantly White schools with middle grades typically do not consider expanding multicultural understandings a priority. This explanatory sequential mixed methods study used a closed-response survey and in-depth interviews with principals across Massachusetts. The survey was sent to …

The Green Book: Race, Geography, And Critical Understanding, Mark Pearcy Ph.D.

The Councilor: A National Journal of the Social Studies

Social studies teachers face a number of disciplinary challenges--for instance, insufficient geographic knowledge, fewer opportunities for critical analysis amid shrinking instructional time--and, in terms of confronting discrimination and disparity, an increasingly racially segregated society. Teachers can, however, make excellent use of historical resources and modern mapping tools to empower students in their analysis of the Jim Crow era and segregation in American daily life. This article describes the use of The Negro Motorist Green Book, a guide produced from 1937 to 1963 for African-American drivers which detailed American businesses which catered to black travelers. Using the data from these books, …

Teaching Students To Challenge The Status Quo: Recognizing Oppression In African Film, Roberta Di Carmine

The Councilor: A National Journal of the Social Studies

The purpose of this paper is twofold: to share experiences and strategies about teaching race and oppression with African films and promote the use of non-Western films in the classroom. By referring to bell hooks' and Richard Dyer's works, the paper discusses how teachers have a responsibility to create a learning environment in which students learn to be open minded and to challenge the status quo.

African films offer an opportunity to achieve this goal. Films such as Black Girl demand students’ attention but also require in-depth discussions if we want to raise students’ awareness of films as political weapons …

Active Solidarity: Centering The Demands And Vision Of The Black Lives Matter Movement In Teacher Education, Edwin Mayorga, Bree Picower

Department of Teaching and Learning Scholarship and Creative Works

In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation. The White supremacist, neoliberal context that impacts all aspects of Black lives also serves to support antiblackness within the structures of teacher education. In this article, the authors, who are grounded in a race radical analytical and political framework, share a vision of what it means to be an urban teacher who actively understands and teaches in solidarity with #BLM. The authors unpack their theoretical framework and the vision of #BLM while examining the state of teacher education in this era of neoliberal multiculturalism. …

Investigating The Potential Effect Of Race And Culture On Preservice Teachers’ Perceptions Of Corporal Punishment And Its Subsequent Effect On Mandated Reporting, John Kesner, Vera Stenhouse

Australian Journal of Teacher Education

In the United States, not only are parents permitted to utilize corporal punishment in disciplining their children, but 19 states still permit the use of corporal punishment in schools. Teachers are legally bound to report suspected maltreatment, yet their school may engage in a discipline practice which they may consider abuse. This potential conflict depends on the teacher’s definition of “acceptable” physical discipline and abuse. Thus, teachers’ attitudes teachers towards corporal punishment and child maltreatment are critical.

Preservice teachers were surveyed about their attitudes towards corporal punishment, knowledge of child maltreatment and mandated reporting, personal experiences with corporal punishment and …

Intention, Questions, And Creative Expression: An Antidiscriminatory Diversity Statement, Hannah S. Bright

Scholarship and Engagement in Education

Supporting education that reflects diversity involves maintaining awareness of one’s personal positionality, creating safe and inclusive learning communities, and using creativity and choice to empower and honor student voice and individual development. When working in educational settings, teachers may involve students in selecting relevant materials, and follow their lead in creating critical dialogue about salient factors of identity.

Creating A Multiracial Lesson Plan, Clayton Davis

Capstone Projects and Master's Theses

The purpose of this project is to teach students about multiracial identity issues. Multiracial populations in the U.S. continue to grow and it’s important for educators to address the needs of these students. A 5-E multiracial literature lesson plan was created for second grade that incorporates KWL and Text-to-World teaching strategies. A second grade class were read two children’s picture books, each featuring a biracial protagonist, and were asked to discuss and evaluate the content and commonalities of these stories. Students recorded what they learned in this lesson in their KWL’s. The results reveal that some students understood the problems …

The Promise And Limits Of Service Learning For Aspiring Teachers, Mary Louise Gomez

Journal of Educational Research and Practice

This text explores how service learning may offer aspiring teachers’ (those not yet admitted to teacher education programs) opportunities to interact with and support the learning of children from low-income families of color. The article shows the potential of service to impact how aspiring teachers talk and think and what they can do in community centers serving children living in challenging circumstances. It also critiques their understandings of who they are with regard to race, social class, and language background when conducting service learning. Implications for teachers and teacher educators’ practices when mentoring university students conducting service in communities of …

Limiting Student Speech: A Narrow Path Toward Success. A Response To "Challenging The Common Guidelines In Social Justice Education", Marissa C A Minnick

Democracy and Education

In this response, Minnick asserts that unequal representation of students' voices, an idea presented in Sensoy and DiAngelo’s “Challenging the Common Guidelines in Social Justice Education,” presents multiple negative classroom implications. Foremost, Minnick argues that Sensoy and DiAngelo’s lack of clarity regarding when a teacher should limit student speech (either before the student begins to talk or midcomment) has a large effect on the success of their strategy. Second, Sensoy and DiAngelo’s discussion strategy may result in the targeting of minority students and the judging of students. These concerns are driven by considerations of how teachers’ relationships with students influence …