It has been over two decades since the theory of culturally relevant pedagogy (CRP) was posed by Ladson-Billings (1995), yet little has changed in the lives of Black students and students of color. Across the literature, researchers revealed many White teachers lack awareness of self and others. This qualitative analysis utilized the narrative form and process of autoethnography to examine how my White racial identity evolved across context and time and how this racial identity impacted my teaching practice. This study began with journal entries of significant cultural experiences and events I recalled from early childhood, adolescence, and adulthood. I critically reflected upon how I made meaning throughout the various stages of my development while examining the complexity of my intersecting social identities, which resulted in a new understanding of my Whiteness.
","abstract_html":"<p>It has been over two decades since the theory of culturally relevant pedagogy (CRP) was posed by Ladson-Billings (1995), yet little has changed in the lives of Black students and students of color. Across the literature, researchers revealed many White teachers lack awareness of self and others. This qualitative analysis utilized the narrative form and process of autoethnography to examine how my White racial identity evolved across context and time and how this racial identity impacted my teaching practice. This study began with journal entries of significant cultural experiences and events I recalled from early childhood, adolescence, and adulthood. I critically reflected upon how I made meaning throughout the various stages of my development while examining the complexity of my intersecting social identities, which resulted in a new understanding of my Whiteness.</p>","abstract_has_math":false,"creators":["Weingust, Kelly"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Open Access Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Sylvia Jones, Ph.D.","Shawn Quilter, Ph.D.","Alane Starko, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-01-01T08:00:00Z","date_published":"2021-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:40Z","subjects":["autoethnography","critical race theory","culturally relevant pedagogy","race","racial identity","whiteness","Education","Educational Psychology","Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/1103","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sylvia Jones, Ph.D.","Shawn Quilter, Ph.D.","Alane Starko, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Weingust, Kelly"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-02-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["autoethnography","critical race theory","culturally relevant pedagogy","race","racial identity","whiteness","Education","Educational Psychology","Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/1103"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["It has been over two decades since the theory of culturally relevant pedagogy (CRP) was posed by Ladson-Billings (1995), yet little has changed in the lives of Black students and students of color. Across the literature, researchers revealed many White teachers lack awareness of self and others. This qualitative analysis utilized the narrative form and process of autoethnography to examine how my White racial identity evolved across context and time and how this racial identity impacted my teaching practice. This study began with journal entries of significant cultural experiences and events I recalled from early childhood, adolescence, and adulthood. I critically reflected upon how I made meaning throughout the various stages of my development while examining the complexity of my intersecting social identities, which resulted in a new understanding of my Whiteness.
"]},{"key":"dc:title","label":"Title","values":["The White gap in culturally relevant pedagogy towards integrity: An autoethnography of White racial identity"]}]}],"canonical_facts":{"dc:contributor":["Sylvia Jones, Ph.D.","Shawn Quilter, Ph.D.","Alane Starko, Ph.D."],"dc:creator":["Weingust, Kelly"],"dc:date.available":["2022-02-01T08:00:00Z"],"dc:description.abstract":["It has been over two decades since the theory of culturally relevant pedagogy (CRP) was posed by Ladson-Billings (1995), yet little has changed in the lives of Black students and students of color. Across the literature, researchers revealed many White teachers lack awareness of self and others. This qualitative analysis utilized the narrative form and process of autoethnography to examine how my White racial identity evolved across context and time and how this racial identity impacted my teaching practice. This study began with journal entries of significant cultural experiences and events I recalled from early childhood, adolescence, and adulthood. I critically reflected upon how I made meaning throughout the various stages of my development while examining the complexity of my intersecting social identities, which resulted in a new understanding of my Whiteness.
"],"dc:identifier":["https://commons.emich.edu/theses/1103"],"dc:subject":["autoethnography","critical race theory","culturally relevant pedagogy","race","racial identity","whiteness","Education","Educational Psychology","Psychology"],"dc:title":["The White gap in culturally relevant pedagogy towards integrity: An autoethnography of White racial identity"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Open Access Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T02:17:40Z"}