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dc.contributor.advisorLopez, Francesca
dc.contributor.authorGonzalez, Norma Isela
dc.creatorGonzalez, Norma Isela
dc.date.accessioned2021-10-18T21:10:07Z
dc.date.available2021-10-18T21:10:07Z
dc.date.issued2020
dc.identifier.citationGonzalez, Norma Isela. (2020). White Curricula Effect to White Replacement Anxiety, Status Quo Politics: Teacher Experience and Understanding in Culturally Responsive Professional Development (Doctoral dissertation, University of Arizona, Tucson, USA).
dc.identifier.urihttp://hdl.handle.net/10150/662156
dc.description.abstractWhile the student demographic continues to shift in public education across the country, reflecting a more diverse classroom comprised of minoritized students, teacher preparation programs continue to espouse White middle-class values. As such, the education process continues to dehumanize minoritized students through socially acceptable discriminatory practices and policies. This approach to teacher preparation leaves teachers ill prepared to adequately teach minoritized students by not recognizing the resources that they bring to the classroom. To the contrary, minoritized students are expected to leave their culture and identity outside of the classroom. As the achievement gap is maintained, this study purposefully examines the process implemented to interrupt that disparity through in-service teacher professional development in culturally responsive teaching in a large urban school district. This grounded theory method study examines in-service teacher experience and understanding in culturally responsive professional development that tends to teacher bias thinking and critical awareness development. Teacher critical awareness development focuses in these four areas: ongoing effort to instructionally integrate students’ cultural knowledge, attention to the effects of explicit and implicit bias, ongoing effort to affirm students’ academic and ethnic identities, and heightened awareness to issues of social justice, teachers’ asset-based beliefs, teacher critical awareness, and student identity. The findings provide insight regarding the ways that in-service teachers experience and understand the culturally responsive professional development that encompass six themes: (a) Status Quo-White Curricula Effect, (b) Altruistic Reconciliation, (c) Pensive Practitioners, (d) Colorblind Liberal, (e) People of Color Apologetic Syndrome and White Replacement Anxiety, and (f) Practical Complacent Practitioners. The six emergent themes were further analyzed and categorized into three overarching categories: the Conventional Practitioners, the Dysconscious Racists, and the Equity Saboteurs. The results of this study serve to inform approaches to implement culturally responsive professional development to interrogate educational inequities and provide humanizing spaces of authentic learning for minoritized students.
dc.language.isoen
dc.publisherThe University of Arizona.
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectasset-based pedagogy
dc.subjectculturally humanizing pedagogy
dc.subjectculturally responsive leadership
dc.subjectculturally responsive pedagogy
dc.subjectculturally responsive professional development
dc.titleWhite Curricula Effect to White Replacement Anxiety, Status Quo Politics: Teacher Experience and Understanding in Culturally Responsive Professional Development
dc.typetext
dc.typeElectronic Dissertation
thesis.degree.grantorUniversity of Arizona
thesis.degree.leveldoctoral
dc.contributor.committeememberKoyama, Jill
dc.contributor.committeememberLawrence Henry Jr., Kevin
dc.contributor.committeememberCombs, Mary Carol
thesis.degree.disciplineGraduate College
thesis.degree.disciplineEducational Leadership
thesis.degree.namePh.D.
refterms.dateFOA2021-10-18T21:10:07Z


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