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ERIC Number: EJ1135971
Record Type: Journal
Publication Date: 2017
Pages: 21
Abstractor: As Provided
ISSN: EISSN-1812-9129
Dismantling the White Supremacy Embedded in Our Classrooms: White Faculty in Pursuit of More Equitable Educational Outcomes for Racially Minoritized Students
Haynes, Chayla
International Journal of Teaching and Learning in Higher Education, v29 n1 p87-107 2017
An investigation of the literature revealed that racial consciousness and the behaviors of White faculty in the classroom appeared linked. A conceptual framework, Racial Consciousness and Its Influence on the Behaviors of White Faculty in the Classroom, was subsequently developed and tested in this constructivist grounded theory study. Findings indicate that White faculty with higher levels of racial consciousness employ behaviors in their classroom reflective of an expansive view of equality in their pursuit of social justice, which they consider synonymous with excellence in teaching. Moreover, these findings illustrate what perceptions White faculty hold about higher education's responsibility in the facilitation of social change. This research bears great significance to higher education research and practice, as it is the first of its kind, in the education literature, to utilize critical legal scholar Kimberlé Crenshaw's (1988) restrictive and expansive views of equality framework to empirically measure and describe excellence in college teaching.
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A