This study explored what motivates White male tenured faculty to increase their cultural competence. The purpose of the research was to provide deeper insight into White male faculty's motivation to increase their cultural competence. Critical qualitative research methodology was the chosen methodology with a critical theory and critical…

The U.S. is more racially, ethnically, and culturally diverse than ever before. The number of culturally and linguistically diverse (CLD) learners continues to increase in K-12 classrooms. The problem this study addressed is that many White teachers are not disposed to implement the culturally responsive teaching (CRT) framework due to their…

The purpose of this dissertation is to reflect on and make sense of my practice as a teacher educator. As a response to the growing field of self-study research in the field of teacher education, my study answers the following question: What is my lived experience as a White teacher educator? This research took place during the student teaching…

In the United States, teachers have been both respected and villainized in popular culture and politics. These varying and conflicting cultural ideas and representations of teachers impact policy design, shaping the distribution of benefits and burdens imposed on teachers. The media play an important role in both crafting and reinforcing cultural…

This study takes place at a middle school in Charleston County, South Carolina. The study examines how White women educators make sense of being exposed to the content in "Don't Let Them Be Misunderstood", a professional development about Culturally Responsive Classroom Management (CRCM). Guided by sensemaking theory and the dispositions…

This qualitative case study with added autoethnography investigated how White women literacy instructors conceptualized their professional roles, responsibilities, and identities while teaching in Texas postsecondary institutions near the U.S. southern international border. Postsecondary institutions in Texas continually serve a growing number of…

This research explores the experiences of White counselor educator mentors (WCEM) for female counselor educators (FCE) of a different culture. The purpose of this study is to give voice to WCEM in the cross-cultural mentorship relationship. Further, it benefits those who may engage in cross-cultural mentorship in higher education while adhering to…

Improving educational outcomes for Black student populations requires that teachers have a deep awareness of racialized experiences of the students they serve. This study examined the experiences of White urban elementary school teachers and Black students' experiences with classroom dialogue about racism and Black violence across the United…

Many White educators are not aware of their White privilege, and therefore they need support in developing their White racial identity and racial awareness so that they can identify problems associated with racism and participate in conversations about race and racism with an eye towards dismantling systemic racism. Data was collected from…

This dissertation presents research pertaining to how classroom teachers can become more effective in teaching their students of color. Through an examination of literature pertaining to critical whiteness studies, critical pedagogy, antiracist education, and transformative leadership, a professional learning program has been designed to offer…

This qualitative phenomenological study examined the lived experiences of teachers with respect to the professional development received on culturally responsive teaching and their perspectives on the influence this professional learning has had on teacher pedagogical development and student performance. The 30 licensed teachers in Massachusetts…

Research studies suggest that professional development would better prepare the 84% White teaching force to serve diverse classrooms. Schools have begun providing professional development with desired outcomes of better serving their diverse student body. This research study focused on educators who received summer camp-style immersive…

Pedagogical practices traditionally used by faculty in U.S. higher education tend to value and center white students and their success, simultaneously disregarding the learning strengths of Students of Color. The misalignment of pedagogical practices with how Students of Color may learn best could be contributing to completion gaps between white…

This study applied critical race theory (CRT) to provide a lens through which to critically analyze the preparation and described practices of White mentors in providing support to new teachers of color as they navigate racism in education contexts as novice educators. The purpose of this study was to explore induction mentors' perceptions of…

Nationwide, Latinx students access dual enrollment (completing college coursework while still enrolled in high school) at lower rates than their white peers. Research on dual enrollment programs is limited and what does exist does not account for rural Latinx students' experiences. The purpose of this qualitative narrative inquiry was to…