Date of Award
8-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School
College for Education and Engaged Learning
Department/Program
Teacher Education and Teacher Development
Thesis Sponsor/Dissertation Chair/Project Chair
Kathryn Herr
Committee Member
Elizabeth Erwin
Committee Member
Emily Klein
Abstract
In this qualitative study, I conducted semi-structured interviews of six white, female elementary school teachers to better understand how and why they enacted principles of racial equity to challenge the status quo of whiteness with their predominantly white middle-class students and school community. Teachers felt they lacked a formal, structured education to feel confident in their teaching of racial and social justice concepts. Teachers used other forms of social justice teaching that they were more experientially familiar with, such as gender equity, language diversity, and (dis)ability, as a catalyst to discuss topics of racial justice. Each educator navigated their classroom equity teaching by “reading their world” of community stakeholders amidst fear-inducing sociopolitical contexts. Underlying personal beliefs, values, and motivations as public school educators allowed them to persist despite these challenges and uncertainty. A supportive administrator was essential for the teachers to engage in equity-focused teaching. The participants felt isolated in their work and yearned for a larger culture of equity within their school settings. A structured racial and social justice framework in teacher education programs and professional development would better enable white teachers to have stronger agency in addressing these sensitive topics in the classroom.
File Format
Recommended Citation
Valentine, Meredith, "Understanding the Experiences of White Female Elementary School Teachers Who Promote Racial Equity and Justice in White Schools" (2025). Theses, Dissertations and Culminating Projects. 1593.
https://digitalcommons.montclair.edu/etd/1593