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ETD Abstract Container

Abstract Header

Awakened to Inequality: The Formative Experiences of White, Female Teachers that Fostered Strong Relationships with Low-Income and Minority Students

Schauer, Margaret
http://orcid.org/0000-0002-6628-4697
http://rave.ohiolink.edu/etdc/view?acc_num=csu1449429201

Abstract Details

2015, Doctor of Philosophy in Urban Education, Cleveland State University, College of Education and Human Services.
This dissertation focused on exploring the stories of White, female teachers to understand ways that critical moments of consciousness around race and class in early childhood, pre-service and current teaching assignments may have influenced their abilities to form strong relationships with minority students and their incorporation of pedagogies and practices that would be considered culturally responsive. The central research question examined: What are the childhood and pre-service experiences of White, female teachers that cultivated critical consciousness of race and class and how have these formative experiences been further developed in the profession, leading to an ability to form strong relationships with poor and minority children and implement practices and pedagogies of empowerment in urban classrooms? In relation to methodology, qualitative methods were employed to collect and analyze the stories of five White, female teachers in an urban school district. Open coding was employed to explore emerging themes of the study around opportunities to explore race and class during early childhood and moments of critical consciousness in university teacher preparation programs and current teaching assignments that influenced the implementation of culturally responsive pedagogies and practices. The study provides current and future colleges of education and schools with recommendations that might help awaken the critical consciousness of teachers by creating spaces for critical reflection and collective action in curriculums and professional development.
Brian Harper, Ph.D. (Committee Chair)
Anne Galletta, Ph.D. (Committee Member)
Frederick Hampton, Ph.D. (Committee Member)
Brian Yusko, Ph.D. (Committee Member)
Mark Storz, Ph.D. (Committee Member)
Education; Teacher Education
White female teachers; teacher identity development; culturally responsive pedagogies; strong relationships; critical consciousness

Recommended Citations

Citations

  • Schauer, M. (2015). Awakened to Inequality: The Formative Experiences of White, Female Teachers that Fostered Strong Relationships with Low-Income and Minority Students [Doctoral dissertation, Cleveland State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=csu1449429201

    APA Style (7th edition)

  • Schauer, Margaret. Awakened to Inequality: The Formative Experiences of White, Female Teachers that Fostered Strong Relationships with Low-Income and Minority Students. 2015. Cleveland State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=csu1449429201.

    MLA Style (8th edition)

  • Schauer, Margaret. "Awakened to Inequality: The Formative Experiences of White, Female Teachers that Fostered Strong Relationships with Low-Income and Minority Students." Doctoral dissertation, Cleveland State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1449429201

    Chicago Manual of Style (17th edition)

csu1449429201
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© 2015, all rights reserved.
This open access ETD is published by Cleveland State University and OhioLINK.