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Dissertations / Theses on the topic 'White educators'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Mazzei, Lisa A. "White wash : the absent presence of race among white educators /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250102949.

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2

McKenzie, Kathryn Bell. "White teachers' perceptions about their students of color and themselves as White educators." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3038188.

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3

Goodman, Stephanie. "Talking about whiteness: The Stories of Novice white Female Educators." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/903.

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In the United States, the largest group of educators, historically and presently, are white middle-class women, yet there is a rising population of racially diverse students creating a persistent dissonance and disconnect between the culture of the white teacher and their students. In this study, I sought to discover how the racial identity development of novice white female educators evolved, given their common participation in the Teach for America program. Using the conceptual frameworks of critical race theory, critical feminist theory, and the body of scholarship in critical whiteness stu

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4

Digiovanni, Lee Woodham. "Becoming multicultural teachers an exploration of transformation in white female elementary educators /." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/commentframe.php?sid=43&fid=archive/Fall2005/ldigiova/digiovanni%5Flee%5Fw%5F200501%5Fedd.pdf&PHPSESSID=01b3e0dd9878c48bbcdb0c857c46cd75.

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Thesis (Ed.D.)--Georgia Southern University, 2005.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 123-135).

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5

Lawrence, David E. "Exploring Equity through the Perspective of White Equity-Trained Suburban Educators and Minoritized Parents." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch162514670003941.

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6

Price, Esther Cynthia. "Racial integration in formerly white schools : a pilot study of educators' perceptions and experiences." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/10883.

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Bibliography: leaves 65-71.<br>The present research investigates some of the experiences historically whites only schools in a selected region of the Western Cape have undergone during the process of racial integration. An underlying objective was to investigate reported behaviour problems and other related problems in the school. This research was a qualitative pilot study of selected historically white state and private schools in Circuit 1 of the Wynberg School Area in Cape Town. Semi-structured interviews were conducted with school principals of the schools which met the criteria for inclu

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7

Saunders, Julia Edwina. "White slavery : Romantic writers and industrial workers, 1790-1840." Thesis, University of Oxford, 2000. http://ora.ox.ac.uk/objects/uuid:655d1502-34a7-4bf7-b0e6-fa8a85a31b43.

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In this thesis, I argue the case for putting the industrial revolution back into literary accounts of the Romantic period. Writers of fiction played an important part in disseminating knowledge about the changes to technology and society, as well as helping to form the image of the newest social class: that of the industrial workers. Literature aspired to educate and integrate this class, as well as to influence the parallel process of educating the upper classes about the advent of the new manufacturing order. I have taken as the governing metaphor for industrialization that of 'white slavery

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8

Catherwood, Lauren Elizabeth. "Developing White Teachers' Sociocultural Consciousness Through African American Children's Literature: A Case Study of Three Elementary Educators." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64365.

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Changing the existing framework for how schools operate and the "deficit frame of reference" for students of color begins with teacher awareness of differing social and cultural norms and values that privilege some and oppress others (Villegas and Lucas, 2002). These normalized cultural values are exacerbated by the fact that they are generally "invisible" to the white teacher majority. Quaye (2012) and Zuniga et al. (2002) use the term "consciousness-raising" to describe the process of developing an awareness of these norms and values. Using a Critical Race Theory lens, this study aimed to ca

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9

Jay, Michelle Hardy Noblit George W. "Race in education, anti-racist activism and the role of white colleagues listening to the voices of African American educators /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,421.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.<br>Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education (Culture, Curriculum, and Change)." Discipline: Education; Department/School: Education.

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10

Howard, Philip 1964. "What racism? : an exploration of ideological common sense justifications of racism among educators in Quebec English-language education." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33905.

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This study starts with the observation that Canadians un-self-consciously tend to understate, or fail to recognize, the existence and extent of anti-Black racism in Canada. Canadians also claim that racism is much worse in the United States. Using extensive excerpts from in-depth interviews with Black and White educators in the Quebec English-language school system, the study examines ideological common sense arguments that legitimize, or else, argue away Canadian anti-Black racism. The study also documents the participants' accounts of racism and its effects.<br>The study exposes arguments us

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Maiorano, Joseph. "You Can’t Teach Whom You Don’t Know: Black Males’ Narratives on Educators in K-12 Schools." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492703555267517.

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12

Richardson, Stephen. "The Perceptions of Black Teachers Regarding Their Decision to Teach and Satisfaction with Their Work Experiences in Predominantly White K-12 Schools." UNF Digital Commons, 2015. http://digitalcommons.unf.edu/etd/608.

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The purpose of this study was to examine the perceptions of Black teachers regarding their decision to teach and the satisfaction with their work experiences in predominantly White K-12 schools. A total of 118 teachers who were identified as Black and as employees of a predominantly White school were invited to complete a survey via email. A total of 56 did in fact respond. Of that 56, only 51 respondents provided enough usable data (which is defined as a survey completed in full). The data, which came from a Perceptions Survey, meant to report levels of job satisfaction as it relates to perce

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13

Wilson, Carol A. "A Portrayal of the Work Life of Tenured African-american Female Faculty Working Within Historically White, Public Institutions of Higher Education in Virginia." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2995.

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The purpose of this study was to portray the experiences of African-American tenured female faculty employed within Historically White, public institutions of higher education in Virginia. This study is a portrait of the career paths, teaching experiences, institutional experiences, community and personal activities, work life, and the future of African-Americans. The study focused on personal experiences and provided a grounded recording for other African-American female faculty members employed within comparable institutions of higher education. The interviews also addressed

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14

Milan-Nichols, Marsha. "Counselor Educators' Experiences with Emotionally Charged Exchanges While Teaching Multicultural Counseling." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4803.

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Counselor educators foster the multicultural counseling competence of counselors-in-training; however, counselor educators face challenges that include emotionally charged exchanges that may might impact counselor educators' relationship with students. The purpose of this transcendental phenomenological study was to investigate counselor educators' experiences with emotionally charged exchanges related to teaching multicultural counseling. The ecological systems theory was used as a conceptual framework. A purposeful sample of 4 counselor educators from Council for Accreditation of Counseling

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15

Sharp, L. Kathryn. "A Constructivist Educator in a Standards-Driven World: An Interview With Marita White." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4486.

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16

Dellinger, K. LaNette. "Wading in the Water: A White Educator and African American Girls develop Critical Literacy." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30526.

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This qualitative study focused the experiences of a white educator who spent twelve months working with a group of 8-12 African American adolescent girls at a community center in an urban community. Data collection methods included fieldnotes, interviews, questionnaires, photographs, participant's journals, and other artifacts. The study focused on the use of performance activities to stimulate critical reflection about issues that were generated from the daily experiences of the girls involved. Performance activities were based on the work of Augusto Boal in liberatory theatre and the notio

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Yensel, Jennifer Yensel. "Female counselor educator experiences earning tenure while raising a young child." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1532618060251885.

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18

Frohard-Dourlent, Hélène. "Muddling through together : educators navigating cisnormativity while working with trans and gender-nonconforming students." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/57535.

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There has been increased attention on transgender and gender-nonconforming youth and the obstacles that they face in schools, especially in terms of peer harassment and access to washrooms. Yet little is known about those who can potentially help create more hospitable school cultures for these students, including teachers, administrators, and counsellors. This dissertation fills this gap by exploring the meanings that educators produce about their experiences working with trans and gender-nonconforming students. I draw on 62 interviews conducted with school staff who have worked with trans an

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19

Manglitz, Karen Elaine. "How white adult educators challenge racism." 2002. http://purl.galileo.usg.edu/uga%5Fetd/manglitz%5Fkaren%5Fe%5F200212%5Fphd.

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20

McKenzie, Kathryn Bell 1952. "White teachers' perceptions about their students of color and themselves as White educators." 2001. http://hdl.handle.net/2152/10744.

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21

Raghoonanan, Reena Devi. "Mapping non-white educators' experiences in changed racial contexts." Thesis, 2005. http://hdl.handle.net/10413/1604.

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22

Burchell, Michael J. "The construction of whiteness by white anti-racism educators." 2006. https://scholarworks.umass.edu/dissertations/AAI3242348.

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The purpose of this study is to explore how white anti-racism educators understand and address whiteness in their teaching. This study describes how white anti-racism educators make sense of whiteness as a construct. This includes an exploration of how whiteness is defined, and an elaboration on the similarities and differences between these definitions. In addition, the study explores how white anti-racism educators address the concept of whiteness in their teaching and training. This study follows a phenomenological approach to data collection and analysis with regard to the research questio

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23

Darity, Kelsey. ""We Need New Communities": White Teacher Educators Talk About Race." Thesis, 2021. https://doi.org/10.7916/d8-ask2-cr59.

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The purpose of this study was to examine how spaces for difficult conversations, particularly about race, are created so teacher educators can begin to consider how to prepare teachers to facilitate these spaces and, ultimately, these conversations, in an effort to improve racial literacy amongst students, both K12 and secondary. This is an urgent need in the U.S., where the silence about race has broken through in ways that have been destructive. The significance of this study, therefore, lies in the exploration of how white teacher educators constructed spaces for new conversations about rac

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24

"Connecting the "divide" : narratives of five white educators who are currently teaching in Kwazulu Natal, as the only white educator in schools with predominantly black learners." Thesis, 2006. http://hdl.handle.net/10413/1262.

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his thesis, based on a visual study of five educators in South Africa, primarily concerns itself with the experiences of white educators who are currently teaching as the only white educator in schools with predominantly black learners. More specifically, my study is an exploratory research effort, which examines three research objectives. These are: (1) what are the experiences of white educators teaching in schools with predominantly black learners; (2) why are their experiences constructed in such ways; and (3) what is the relationship, if any, between their experiences and their social ide

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25

MacNiel, Deborah. "Conversations of privilege : exploring with diversity educators’ "white culture", dominance and oppression." Thesis, 1999. http://hdl.handle.net/2429/9750.

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This research explores clusters of meanings, understandings, and shared reference points that people with white skinned privilege may share. The literature often refers to these as "White culture". Interviews with nine English-speaking diversity educators of European ancestry provide the primary data. W e discussed their perceptions of the social constructions of whiteness and privilege, the consequences of selective privileging, how is this maintained and the problems involved in addressing systemic inequality. I bring the salient points from these discussions together with the literat

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26

Henry, Calvin Oscar Leon. "A qualitative study designed to explore some factors that white educators need to teach black students effectively." Thesis, 1997. http://hdl.handle.net/1957/34064.

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The purpose of this study was to explore some of the factors White educators need to teach Black students effectively. It examined what role the race of the teachers may play in Black students' academic success and whether White teachers are able and willing to meet the educational needs of Black students. Eight White teachers were interviewed. In this study, race is defined as a grouping of individuals who display the same phenotypic skin color by which people in the United States identify themselves and are identified by others. Today's reality is that more and more Black students are being

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27

Malepe, Jabulile Ivonne. "Perception of educators towards the implementation of an integrated quality management system in the White Hazy Circuit : Mpumalanga Province." Thesis, 2017. http://hdl.handle.net/10386/1925.

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Thesis (M. Dev.) -- University of Limpopo, 2017.<br>The purpose of this study was to assess and reflect on the perceptions of educators towards the implementation of an Integrated Quality Management System in the White Hazy Circuit, Mpumalanga Province. The IQMS is a clear reaction to the autocratic mode of evaluation that operated during the Apartheid era and is a major shift from the old paradigm of external evaluators. The new paradigm calls for a joint collaboration between schools, districts and supervisory unit with the main aim to enhance the quality of education in South Africa. The re

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28

Cook, Eloise R. "Rethinking Traditional Grammars of Schooling: Experiences of White, Middle-class, Female, First-year Aspiring Multicultural Educators in Intercultural Urban Teaching Contexts." Thesis, 2018. https://doi.org/10.7916/D8BP1KQV.

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Enactment of social justice education is an important step toward rectifying pervasive discrimination woven into public schools and other American institutions. A social justice educator must develop diverse cultural competencies and also recognize oneself as a racialized participant in a system of racial inequity. The demographics of an overwhelmingly White teaching force and increasingly diverse student body creates both need and opportunity to understand the development of White multicultural educators. This is a case study of two White, female, middle-class first-year urban teachers

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29

Bachrach, Anne E. "An exploratory study of the life experiences and motivating factors of White antiracist organizers and educators a project based upon an independent investigation /." 2009. http://hdl.handle.net/10090/9838.

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30

Ladbrook, Maughreen Winifred. "Challenges experienced by educators in the implementation of inclusive education in primary schools in South Africa." Diss., 2009. http://hdl.handle.net/10500/3038.

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Resting against a background of local and international movements in respect of human rights, South African educators have had to implement a new curriculum, accept diversity and address inclusive education with little or no training, insight and knowledge. Challenges at all levels in education, impact on the successful education of children and the future of young adults who must as equal members of society enter a fast changing global economy. Challenges for educators in South Africa are unique. The lack of knowledge and training for educators and an inadequate infrastructure of the co

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31

Knafo, Tilana. "Experiences of practitioners in early childhood development centres in impoverished and marginalised predominantly white communities." Diss., 2015. http://hdl.handle.net/10500/21602.

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Poverty is a global concern and the implementation of a quality early childhood development (ECD) programme is one of the most powerful ways of breaking the poverty cycle. Although research has been done regarding ECD centres in impoverished, marginalised and predominantly black communities (informal settlements), there is little, if any, similar research regarding predominantly white settlements. The purpose of this narrative study is to explore and understand the experiences of ECD practitioners regarding their work in impoverished and marginalised predominantly white communities. I,

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32

Grant, Linda Jean. "African American preschool teachers and children explore teacher-child relationships with a white teacher educator." 2009. http://purl.galileo.usg.edu/uga%5Fetd/grant%5Flinda%5Fj%5F200905%5Fphd.

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33

Garbers, Rachel. "An e-learning instructional design framework for mobile devices in Africa." Diss., 2018. http://hdl.handle.net/10500/25531.

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English text, with summaries in English, Afrikaans and Zulu<br>This study aims to propose an e-learning framework for mobile devices in Africa to help improve enrolment rates and education standards in the FET (Further Education and Training) phase. The study is qualitative in nature and employs document analysis as main research method. An overview of the South African education context with supporting statistical data to motivate why an e-learning alternative is crucial for improving South African and African education is provided. The literature review includes a descriptive analysis of 7 e

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