Ed.D. Dissertations

Date of Award

7-2019

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Julie McCann, Ph.D.

Content Specialist

La'Toya Thomas-Dixon, Ed.D.

Content Reader

Patricia Shopland, Ed.D.

Keywords

diversity-focused education, conversations focused on race, White preservice teachers, White professors, pedagogical strategies

Abstract

This dissertation explored how White professors of diversity-focused courses in teacher education programs experienced and engaged White preservice teachers in conversations focused on race. This study was framed and guided by a conceptual framework of social constructionism, critical race theory (CRT), and critical Whiteness studies (CWS). This qualitative single case study explored the experiences and strategies of eight White professors who taught diversity-focused courses in teacher education programs. The study was specifically guided by two research subquestions: (a) How do White professors of diversity-focused courses experience the process of engaging White preservice teachers in conversations focused on race? (b) What are the strategies utilized in conversations focused on race in diversity-focused courses, and how effective are they perceived to be by White professors of the diversity-focused courses in engaging White preservice teachers in conversations focused on race? Through In Vivo, Emotions, and Values codings as first cycle coding methods and Pattern coding as a second cycle coding method, six major themes emerged from the data. Findings indicated that while many White preservice teachers often initially responded negatively to discussions about race, it was possible for White professors of diversity-focused courses to interrupt students’ White identity and White normativity through intentional and facilitated experiences with racial diversity and multimodal education.

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Education Commons

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