Anti-Racist Educational Leadership in Times of Crisis: The Relationship between Anti-Racist Leadership and White Racial Identity

Autor/in	Dacey, Stephen W.
Titel	Anti-Racist Educational Leadership in Times of Crisis: The Relationship between Anti-Racist Leadership and White Racial Identity
Quelle	(2022), (144 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Boston College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-2657-6
Schlagwörter	Hochschulschrift; Dissertation; White Teachers; Racism; Racial Identification; Consciousness Raising; Race; Leadership Responsibility; Faculty Development; Teacher Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rassismus; Bewusstseinsbildung; Rasse; Abstammung; Lehrerverhalten
Abstract	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 semi-structured interviews with educational leaders, document review, and focus groups with educators in order to discover how, if at all, school leaders support their White teachers in developing an anti-racist White racial identity. Finding suggested that despite professional development initiatives dedicated to racial identity development, there was a noted lack of formal opportunities designed specifically for White racial identity development and instead the schools relied on pockets of informal White racial identity development among White colleagues. The data revealed some insights as to why racial identity work specific to White people is not happening: (a) White educators think they already know this information, (b) White educators have a desire to focus on teaching content, (c) White educators shield themselves, and (d) White educators believe that the timing is not ideal for anti-racist work. One recommendation to support White staff in the development of their White racial identity could be for educational leaders in districts like this to introduce the staff to the scholarship about Whiteness, so White educators can use this new information about Whiteness to promote personal reflective practices about what it means to be White and progress to conversations with colleagues about what it means to be White and how their Whiteness impacts their daily lives and the daily lives of their students and colleagues. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01