Dissertations, Theses, and Capstone Projects

Date of Degree

6-2024

Document Type

Dissertation

Degree Name

Ph.D.

Program

Urban Education

Advisor

Sherry Deckman

Committee Members

Jen Collett

Rosa Rivera-McCutchen

Subject Categories

Curriculum and Instruction | Curriculum and Social Inquiry | Educational Administration and Supervision | Educational Leadership | Educational Psychology | Elementary Education | Secondary Education | Social and Philosophical Foundations of Education | Teacher Education and Professional Development

Keywords

Teacher Identity, Race and Teaching, Teacher Identity and Student Achievement, Narrative Identity, Personal Myths

Abstract

This study explores the relationship between race and teacher identity, specifically understanding how the two concepts intersect and (re)present themselves within the classroom environment. This study analyzes six teachers’ narratives of identity, race, and teaching to explore themes of race and identity as they traverse from their earliest experiences with race into their experiences as teachers. Findings conclude that, first, teachers’ narrative identities are a composite of key narratives—important moments of deep impact in the process of identity building—that accumulate over time to form what Dan McAdams (1993) calls personal myths. Since key narratives are continually shaping one’s personal myth, then one’s personal myth is constantly undergoing changes and revisions. Second, teachers’ key narratives about race are reflected in their narratives about who they are and how they teach. The final and most important finding is that teachers play a crucial role in developing their students’ personal myths and therefore, have an ethical responsibility to do so with the utmost care and consideration.

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