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1. Eiland, Deanna. Whiteness in a hidden space—unspoken but still there, in a private space, the classroom.

Degree: Educational Leadership and Policy Studies, Department of, 2016, University of Houston

The purpose of this study was to address what it means that so many Black students are taught by White female teachers. Specifically, this study examined the beliefs, attitudes, and perceptions of White female novice teachers in regards to their Black students. In doing so, it described the teachers’ educational backgrounds and experiences with Black students and what they perceive their role and professional responsibility to be in eliminating the Black-White achievement gap. Furthermore, this study evaluated the degree to which these high school White female novice teacher were aware of their own Whiteness and privilege, and were prepared to teach in classrooms where the student population consists mostly of Black students. The conceptual framework that guided this study was Critical Whiteness Theory, which has its origins in Critical Race Theory. Critical Whiteness theory places emphasis on the idea that White people are afforded certain privileges just because they were born with light skin. Three White female novice teachers who teach at the secondary level participated in this study Semi-structured interviews were conducted with each teacher to understand their beliefs about and perceptions about their Black students. Additionally, this study investigates how three White female teachers at the high school level understand the connections between their own Whiteness and its impact on their interactions with Black students in the classroom. All three interviews were recorded and then transcribed for analysis. The analysis process involved coding and classifying the interview data with the goal of highlighting the important messages and findings. The data were arranged and discussed systematically. There were several commonalities across the participants’ experiences. Specifically, all three teachers discussed their exposure to diversity, the mistrust Black students felt towards them, their decision to teach, their teacher education programs, the roles and responsibilities of the school and administration, what they believed to be the causes of the Black-White achievement gap, and their awareness of Whiteness and White privilege. These teachers demonstrated a genuine desire to see their Black students achieve academic success, however, what they each found most surprising was the degree of mistrust their Black students had for them because they are White. As a result, these White female novice teachers were placed in a situation where they were forced to reflect on their Whiteness and how this impacts relationships with Black students. The implications of this study will assist leaders at the collegiate level in designing courses that will address cultural competency and White privilege. In addition, this study will benefit educational leaders interested in cultural competency by recommending and supporting the necessity for developing ongoing professional development training that will assist teachers with becoming more culturally competent. Moreover, the information shared by the three participants in… Advisors/Committee Members: Snodgrass-Rangel, Virginia (advisor), Lozano, Augustina (committee member), Long, Robert (committee member), Villarreal, Javier (committee member).

Subjects/Keywords: Cultural Mismatch; opportunity gap; achievement gap; Whiteness; colorblindness; deficit thinking

…Space, the Classroom” Unpublished Doctor of Education Thesis, University of Houston, April… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Eiland, D. (2016). Whiteness in a hidden space—unspoken but still there, in a private space, the classroom. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1484

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Eiland, Deanna. “Whiteness in a hidden space—unspoken but still there, in a private space, the classroom.” 2016. Thesis, University of Houston. Accessed April 19, 2019. http://hdl.handle.net/10657/1484.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Eiland, Deanna. “Whiteness in a hidden space—unspoken but still there, in a private space, the classroom.” 2016. Web. 19 Apr 2019.

Vancouver:

Eiland D. Whiteness in a hidden space—unspoken but still there, in a private space, the classroom. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10657/1484.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Eiland D. Whiteness in a hidden space—unspoken but still there, in a private space, the classroom. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1484

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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