Practicing antiracism in schools: exploring the motivations and experiences of public school teachers who believe in social justice

Frye, Nina Samii

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https://hdl.handle.net/2142/124406 Copy

Description

Title

Practicing antiracism in schools: exploring the motivations and experiences of public school teachers who believe in social justice

Author(s)

Frye, Nina Samii

Issue Date

2024-04-25

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

Hale, Jon

Doctoral Committee Chair(s)

Hale, Jon

Committee Member(s)

• Pak, Yoon
• Hood, Denice W
• 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)

antiracism, critical whiteness studies, culturally relevant pedagogy, equity pedagogy, racial literacy, social justice

Abstract

Racial mismatch between white public-school teachers and students of color continues to grow. Although some white teachers are able to bridge the racial and cultural divide to successfully teach students of color, many are not. This racial and cultural divide contributes to many inequities for students of color, including a lack of qualified teachers, lower graduation rate, less access to advanced coursework, and increased likelihood of being tracked into lower-level classes. Teachers who ascribe to social justice and/or antiracist ideologies may be more likely to advocate for students of color. Utilizing the frameworks of Critical Race Theory and Critical Whiteness Studies, this research seeks to identify formative experiences of teachers who ascribe to social justice and/or antiracist ideologies. White teachers who ascribe to social justice and/or antiracism were recruited to respond to a questionnaire detailing their personal and professional experiences that helped them form their antiracist beliefs. Analysis of the data can be used to inform instruction of preservice educators to better prepare them to teach diverse student populations. If more teachers practice antiracism, then they may be able to help correct educational disparities and improve outcomes for Black, Indigenous, and other students of color.

Graduation Semester

2024-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2024 Nina Frye

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