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Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
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In: All Antioch University Dissertations & Theses (2021)
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Abstract:
Research and scholarship in multicultural education has consistently affirmed that as a result of the long standing racial academic achievement gap and the current teaching force not reflecting the changing demographics of students in the United States, students of color continue to be deprived from having teachers who look like them and who may bring similar life, social, and cultural experiences that can increase the value they place on academics. The purpose of this study was to explore the lived experiences of teachers of color and how they perceive their identity as significant and meaningful to their profession and its influential impact on the academic success of students of color. It is the role-model premise that students can benefit from seeing teachers with similar racial/ethnic background in a position of authority in school. This research was grounded on the depth that qualitative inquiry brings to the field of education and was critical to the ongoing thematic interpretation of teachers of colors’ often preconceived views of identity. Findings were extracted from 14 teachers of color participants who were engaged in a reflective process that revealed emerging themes from their individual and common perceptions and experiences. This study affirms that teachers of color are vital in the education system and as anticipated, their reflective narratives each produced a landscape of stories that brought meaning into their different backgrounds, personal stories, challenges, belief system, and career that surfaced their initial motivation for entering the teaching profession. This study is also embedded within a framework that draws particularly from two theoretical lenses; identity theory and identity construction theory. Employing identity studies to teachers is an extension of ways in which theoretical views intersects with teachers’ lives, experiences and perceptions of their role and educational practices. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).
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Keyword:
achievement gap; African American Studies; American Studies; and Multicultural Education; and Research; Bilingual; bridging identity; Education; Educational Assessment; Educational Leadership; Educational Methods; Elementary Education; Ethnic Studies; Evaluation; first-order narratives; Higher Education; Latina/o Studies; Leadership Studies; minority teachers of color; Multilingual; Pacific Islanders; racism in education; role models; Secondary Education; students of color; teacher identity; vision gap
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URL: https://aura.antioch.edu/cgi/viewcontent.cgi?article=1741&context=etds
https://aura.antioch.edu/etds/729
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