White teachers' responses and needs regarding DEI professional development and work

Rutledge, Kristin H

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https://hdl.handle.net/2142/124279 Copy

Description

Title

White teachers' responses and needs regarding DEI professional development and work

Author(s)

Rutledge, Kristin H

Issue Date

2024-04-17

Director of Research (if dissertation) or Advisor (if thesis)

Hood, Denice Ward

Doctoral Committee Chair(s)

Hood, Denice Ward

Committee Member(s)

• Huang, Wenhao David
• Kang, Hyun-Sook
• 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)

• diversity and equity
• white teacher DEI training
• white teacher DEI needs

Abstract

Due to the fact that most American teachers are White and the diversity of student populations is growing, White teacher training in DEI (diversity, equity, and inclusion) is essential to meet student needs. In addition, the current divisive political climate has been fighting over DEI concerns, such as White privilege and a historical focus on racism, leaving teachers confused and struggling for guidance in this area. However, there is no universal training for White teachers in DEI. Therefore, researching what White teachers have experienced and need in this area is the first step to providing quality training that will ultimately serve students. To understand teachers’ perspectives and needs in this area, it was necessary to go deeper with qualitative interviews that allowed participants to tell their stories and reveal their honest viewpoints. Interviewing ten teachers from six different suburban districts aimed to glean different district approaches to training. In addition, it was essential to discover how the current political climate was affecting teachers’ diversity trainings and attitudes. These ten teachers revealed a wide array of training experiences ranging from no training to both positive and negative experiences in both required and optional trainings. They also expressed varied needs that mostly focused on how to serve and build relationships with individual students with more support from districts, schools, and communities. Additionally, they emphasized the power of discussions with diverse perspectives in an environment that encourages risk-taking and discomfort without rigid binaries (e.g., right/wrong), resulting in self-discovery and applications to the classroom. They discussed systemic problems, too, that stand in the way of equity objectives. All the teachers ultimately revealed DEI issues in all their schools, even if they did not acknowledge them at first. Therefore, at the minimum, DEI discussions absolutely need to be encouraged and promoted in every school, even if a conservative climate or community does not support them. Teachers need a culture of equity in their schools and training in social justice, not just ways to build relationships with every student. Finally, providing support to White teachers in their specific context is essential to valuing them and helping in the areas they need most.

Graduation Semester

2024-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2024 Kristin Rutledge

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