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Cultivating Educators of Color: The Role of School in Shaping Students of Color's Perceptions About Teaching.
Cultivating Educators of Color: The Role of School in Shaping Students of Color's Perceptions About Teaching.
상세정보
- 자료유형
- 학위논문
- Control Number
- 0017162166
- International Standard Book Number
- 9798383163825
- Dewey Decimal Classification Number
- 370
- Main Entry-Personal Name
- Becquer, Frannie.
- Publication, Distribution, etc. (Imprint
- [S.l.] : University of Minnesota., 2024
- Publication, Distribution, etc. (Imprint
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- Physical Description
- 124 p.
- General Note
- Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
- General Note
- Advisor: Demerath, Peter;Pekel, Katie.
- Dissertation Note
- Thesis (Ph.D.)--University of Minnesota, 2024.
- Summary, Etc.
- 요약Seeking to enhance efforts toward diversity in the teaching profession, this study used a heuristic methodology to explore how the lived experiences of high school students of Color participating in an education pathways high school course shaped their perceptions of the teaching career. Critical race theory (CRT), critical whiteness studies, and culturally relevant pedagogy (CRP) and their interrelatedness provide an understanding of the role of race in K-12 education. There is an overlap that exists between CRP, CRT, and whiteness studies. CRT provides the lens to understand racism, and critical white studies unpack White privilege. Thus, CRT and critical whiteness studies contextualize CRP, enabling the means to examine how race has been used, institutionalized, and maintained in schools (Sleeter, 2017) and making them tools for isolating race and racism effects on education. The findings of this study reveal challenges and motivations shaping the aspirations of students of Color who are considering teaching careers. While students reported feeling excluded due to implicit biases and societal stigmas, they also found belonging through supportive teachers and diverse peers. Students expressed being driven by social justice to become teachers and were discouraged by the lack of support they experienced as students and the societal devaluation of the profession. Consequently, this study highlights the need for a diverse and supportive education system. Implementing culturally proficient practices, dismantling negative perceptions, and providing information about teaching careers can help students of Color change their perceptions of teaching as a career.
- Subject Added Entry-Topical Term
- Education.
- Subject Added Entry-Topical Term
- Educational administration.
- Subject Added Entry-Topical Term
- Pedagogy.
- Subject Added Entry-Topical Term
- Ethnic studies.
- Index Term-Uncontrolled
- Critical race theory
- Index Term-Uncontrolled
- Critical whiteness studies
- Index Term-Uncontrolled
- Heuristic study
- Index Term-Uncontrolled
- Students of Color
- Index Term-Uncontrolled
- Teaching career
- Index Term-Uncontrolled
- Culturally relevant pedagogy
- Added Entry-Corporate Name
- University of Minnesota Organizational Leadership Policy and Development
- Host Item Entry
- Dissertations Abstracts International. 85-12A.
- Electronic Location and Access
- 로그인을 한후 보실 수 있는 자료입니다.
- Control Number
- joongbu:658550
MARC
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■1001 ▼aBecquer, Frannie.
■24510▼aCultivating Educators of Color: The Role of School in Shaping Students of Color's Perceptions About Teaching.
■260 ▼a[S.l.]▼bUniversity of Minnesota. ▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a124 p.
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: A.
■500 ▼aAdvisor: Demerath, Peter;Pekel, Katie.
■5021 ▼aThesis (Ph.D.)--University of Minnesota, 2024.
■520 ▼aSeeking to enhance efforts toward diversity in the teaching profession, this study used a heuristic methodology to explore how the lived experiences of high school students of Color participating in an education pathways high school course shaped their perceptions of the teaching career. Critical race theory (CRT), critical whiteness studies, and culturally relevant pedagogy (CRP) and their interrelatedness provide an understanding of the role of race in K-12 education. There is an overlap that exists between CRP, CRT, and whiteness studies. CRT provides the lens to understand racism, and critical white studies unpack White privilege. Thus, CRT and critical whiteness studies contextualize CRP, enabling the means to examine how race has been used, institutionalized, and maintained in schools (Sleeter, 2017) and making them tools for isolating race and racism effects on education. The findings of this study reveal challenges and motivations shaping the aspirations of students of Color who are considering teaching careers. While students reported feeling excluded due to implicit biases and societal stigmas, they also found belonging through supportive teachers and diverse peers. Students expressed being driven by social justice to become teachers and were discouraged by the lack of support they experienced as students and the societal devaluation of the profession. Consequently, this study highlights the need for a diverse and supportive education system. Implementing culturally proficient practices, dismantling negative perceptions, and providing information about teaching careers can help students of Color change their perceptions of teaching as a career.
■590 ▼aSchool code: 0130.
■650 4▼aEducation.
■650 4▼aEducational administration.
■650 4▼aPedagogy.
■650 4▼aEthnic studies.
■653 ▼aCritical race theory
■653 ▼aCritical whiteness studies
■653 ▼aHeuristic study
■653 ▼aStudents of Color
■653 ▼aTeaching career
■653 ▼aCulturally relevant pedagogy
■690 ▼a0515
■690 ▼a0631
■690 ▼a0456
■690 ▼a0514
■71020▼aUniversity of Minnesota▼bOrganizational Leadership, Policy, and Development.
■7730 ▼tDissertations Abstracts International▼g85-12A.
■790 ▼a0130
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162166▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
