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Who Are We? My Sisters and Me: A Multiple Case Study of Black Women Faculty and How Their Teaching Experiences and Positionality Influence Their Perceptions of Their Literacy Pedagogy

Hylton, Rhonda C
http://rave.ohiolink.edu/etdc/view?acc_num=kent1594836145961

Abstract Details

2020, PHD, Kent State University, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies.
For years, higher education research has aimed attention at Black women faculty in various aspects of the field, from their general experiences to the more nuanced raced-gendered microaggressions they endure at the tenure-track level. This work addresses the specific teaching experiences of Black women faculty in Literacy, as research on this specific population is limited. The study aims to better understand: (a) the teaching experiences that have helped Black women faculty understand their positionality within the university and (b) how the positionality of Black women faculty influences their perceptions of their literacy pedagogy. Using critical race feminism as the theoretical framework, this multiple case study of five selected Black women faculty provides a rich analysis of each case, revealing how they connect teaching experiences, positionality, and literacy pedagogy. Analysis of findings indicate: the collective teaching experiences of Black women faculty are connected to their positionality; their views on literacy in educational institutions are steeped in traditional models of literacy; and the design of literacy curriculum should be adapted for today’s evolving world. Ultimately, this research contributes to the field by documenting the lived experiences of Black women faculty in Literacy within and beyond the academy, targeting areas of teaching, positionality, and literacy pedagogy.
Kristine Pytash, Ph.D. (Committee Chair)
Todd Hawley, Ph.D. (Committee Member)
Christa Porter, Ph.D. (Committee Member)
216 p.
Curricula; Education; Higher Education; Instructional Design; Literacy; Teacher Education
counternarrative; critical race feminism; gender; narrative; positionality; race; restorying

Recommended Citations

Citations

  • Hylton, R. C. (2020). Who Are We? My Sisters and Me: A Multiple Case Study of Black Women Faculty and How Their Teaching Experiences and Positionality Influence Their Perceptions of Their Literacy Pedagogy [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594836145961

    APA Style (7th edition)

  • Hylton, Rhonda. Who Are We? My Sisters and Me: A Multiple Case Study of Black Women Faculty and How Their Teaching Experiences and Positionality Influence Their Perceptions of Their Literacy Pedagogy . 2020. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1594836145961.

    MLA Style (8th edition)

  • Hylton, Rhonda. "Who Are We? My Sisters and Me: A Multiple Case Study of Black Women Faculty and How Their Teaching Experiences and Positionality Influence Their Perceptions of Their Literacy Pedagogy ." Doctoral dissertation, Kent State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594836145961

    Chicago Manual of Style (17th edition)

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© 2020, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.
Release 3.2.12