Date of Award
7-1-2019
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Julie McCann, Ph.D.
Second Advisor
La'Toya Thomas-Dixon, Ed.D.
Third Advisor
Patricia Shopland, Ed.D.
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.