Utilizing critical race theory (Ladson-Billings and Tate, 1995) and King’s (1991) theory of dysconscious racism, this dissertation aims to explore the beliefs and actions of teachers operating within an inherently racist society. Teachers struggle with many disadvantages from inadequate funding to lacking support structures. Yet these teachers continue to work hard to support their students. One external disadvantage these teachers may face and not even be aware of is dysconscious racism. Through a qualitative pilot study of journals and discussions of two middle school English Language Arts teachers, this research intends to explore how intentional classroom changes to encourage and support diversity affect both the students and the teachers.
","abstract_html":"<p>Utilizing critical race theory (Ladson-Billings and Tate, 1995) and King’s (1991) theory of dysconscious racism, this dissertation aims to explore the beliefs and actions of teachers operating within an inherently racist society. Teachers struggle with many disadvantages from inadequate funding to lacking support structures. Yet these teachers continue to work hard to support their students. One external disadvantage these teachers may face and not even be aware of is dysconscious racism. Through a qualitative pilot study of journals and discussions of two middle school English Language Arts teachers, this research intends to explore how intentional classroom changes to encourage and support diversity affect both the students and the teachers.</p>","abstract_has_math":false,"creators":["Altman, Dorry"],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Professional Doctorate in Educational Leadership (ProDEL)","degree_department":null,"school":null,"contributors":["Anne Marie FitzGerald","Connie Moss","Carol Parke"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-08-11T07:00:00Z","date_published":"2018-08-11T07:00:00Z","updated_at":"2026-07-24T02:10:43Z","subjects":["critical race theory","White identity development","social justice","education","dysconscious racism","Junior High, Intermediate, Middle School Education and Teaching","Online and Distance Education","Other Teacher Education and Professional Development"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/1472","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Anne Marie FitzGerald","Connie Moss","Carol Parke"]},{"key":"dc:creator","label":"Author","values":["Altman, Dorry"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Professional Doctorate in Educational Leadership (ProDEL)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["critical race theory","White identity development","social justice","education","dysconscious racism","Junior High, Intermediate, Middle School Education and Teaching","Online and Distance Education","Other Teacher Education and Professional Development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/1472"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Utilizing critical race theory (Ladson-Billings and Tate, 1995) and King’s (1991) theory of dysconscious racism, this dissertation aims to explore the beliefs and actions of teachers operating within an inherently racist society. Teachers struggle with many disadvantages from inadequate funding to lacking support structures. Yet these teachers continue to work hard to support their students. One external disadvantage these teachers may face and not even be aware of is dysconscious racism. Through a qualitative pilot study of journals and discussions of two middle school English Language Arts teachers, this research intends to explore how intentional classroom changes to encourage and support diversity affect both the students and the teachers.
"]},{"key":"dc:title","label":"Title","values":["Action to Awareness: Surfacing Dysconscious Racism through Focused Professional Development"]}]}],"canonical_facts":{"dc:contributor":["Anne Marie FitzGerald","Connie Moss","Carol Parke"],"dc:creator":["Altman, Dorry"],"dc:date.available":["2018-08-11T07:00:00Z"],"dc:description.abstract":["Utilizing critical race theory (Ladson-Billings and Tate, 1995) and King’s (1991) theory of dysconscious racism, this dissertation aims to explore the beliefs and actions of teachers operating within an inherently racist society. Teachers struggle with many disadvantages from inadequate funding to lacking support structures. Yet these teachers continue to work hard to support their students. One external disadvantage these teachers may face and not even be aware of is dysconscious racism. Through a qualitative pilot study of journals and discussions of two middle school English Language Arts teachers, this research intends to explore how intentional classroom changes to encourage and support diversity affect both the students and the teachers.
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