First Advisor

Anita Bright

Term of Graduation

Fall 2022

Date of Publication

11-28-2022

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction

Department

Curriculum & Instruction

Language

English

Subjects

Race relations in school management, Education -- Pacific northwest, Racial justice, Critical race theory

DOI

10.15760/etd.8109

Physical Description

1 online resource (ix, 531 pages)

Abstract

K-12 public education in the United States, post Brown v. Board of Education (1954), has historically maintained a predominantly White teaching force, and has persistently underserved students of Color in terms of academic, social, and emotional outcomes. Additionally, K-12 school-based racial equity work that strives to address the operation of racism is inconsistent, difficult to measure, and has not demonstrably created more racially equitable experiences or outcomes for students or educators of Color. In this project, I critically explore K-12 school-based efforts towards more racial equity in the predominantly White Pacific Northwest, and I take an intentional and critical look at the roles and impacts of both whiteness, and of majoritarian White educators, including myself, who make up 89.1% of K-12 educators in Oregon (Oregon Department of Education, 2020) and 86.8% of K-12 educators in Washington (Washington Office of Superintendent of Public Instruction, 2020). In this critical qualitative interview study inspired by critical race methodology, pragmatism, and bricolage, I center the voices of seven Black and Black biracial educators in the predominantly White Pacific Northwest and their experiences with K-12 school-based racial equity work. In the project, I also present a historical account of racial inequity in public education in the U.S., make connections to foundational theories in the study of race and education, and detail many nuanced approaches to and impacts of K-12 school-based racial equity work. Finally, I offer ten considerations and provocations for K-12 racial equity work in predominantly White settings, and seven additional considerations specifically for majoritarian White educators.

Rights

© 2022 Bradley Justin Parker

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Persistent Identifier

https://archives.pdx.edu/ds/psu/39169

Download

Share

COinS