{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1527"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1527","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"The Confrontation of White Supremacy: A Consciousness Raising Group Experience","abstract":"This study investigated the responses of six white female high school teachers in a small, rural community in southern Georgia to discussions about and challenges to their belief systems concerning racial issues and the racial climate of their school. These women were part of a multi-session consciousness raising focus group experience. The theoretical framework for this study was black feminist theory. Black feminist theorists' emphasis of the importance of lived experience and dialogue in questioning the structures of dominant powers was an important component of the study. Qualitative research was employed in an effort to capture the fullness of the experience of the participants. The analysis and presentation of the data and findings involved biographical sketches and thematic patterns drawn from the participants. White identity development models were used during the analysis of the data. The importance of critical self-reflection and culturally relevant pedagogy was also discussed. Connections between the participants' lived experiences and the stage of development of their white identity and their responses to these challenges to their belief systems was evident. This connection illustrates the need for a more systematic approach to racial awareness for pre- and in-service teachers.","abstract_html":"This study investigated the responses of six white female high school teachers in a small, rural community in southern Georgia to discussions about and challenges to their belief systems concerning racial issues and the racial climate of their school. These women were part of a multi-session consciousness raising focus group experience. The theoretical framework for this study was black feminist theory. Black feminist theorists' emphasis of the importance of lived experience and dialogue in questioning the structures of dominant powers was an important component of the study. Qualitative research was employed in an effort to capture the fullness of the experience of the participants. The analysis and presentation of the data and findings involved biographical sketches and thematic patterns drawn from the participants. White identity development models were used during the analysis of the data. The importance of critical self-reflection and culturally relevant pedagogy was also discussed. Connections between the participants' lived experiences and the stage of development of their white identity and their responses to these challenges to their belief systems was evident. This connection illustrates the need for a more systematic approach to racial awareness for pre- and in-service teachers.","abstract_has_math":false,"creators":["King, Vickie S."],"institution":null,"degree_name":"Doctor of Education in Curriculum Studies (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Curriculum, Foundations, and Reading","degree_department":null,"school":null,"contributors":["Ming Fang He","Yasar Bodur","Frank Erik Brooks"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-12-01T08:00:00Z","date_published":"2010-12-01T08:00:00Z","updated_at":"2026-07-24T02:27:12Z","subjects":["ETD","Consciousness-raising focus groups","Black feminist theory","White teachers","White identity development","Cross-cultural relationships","Race awareness"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/527","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ming Fang He","Yasar Bodur","Frank Erik Brooks"]},{"key":"dc:creator","label":"Author","values":["King, Vickie S."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Curriculum, Foundations, and Reading"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Curriculum Studies (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Consciousness-raising focus groups","Black feminist theory","White teachers","White identity development","Cross-cultural relationships","Race awareness"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/527"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigated the responses of six white female high school teachers in a small, rural community in southern Georgia to discussions about and challenges to their belief systems concerning racial issues and the racial climate of their school. These women were part of a multi-session consciousness raising focus group experience. The theoretical framework for this study was black feminist theory. Black feminist theorists' emphasis of the importance of lived experience and dialogue in questioning the structures of dominant powers was an important component of the study. Qualitative research was employed in an effort to capture the fullness of the experience of the participants. The analysis and presentation of the data and findings involved biographical sketches and thematic patterns drawn from the participants. White identity development models were used during the analysis of the data. The importance of critical self-reflection and culturally relevant pedagogy was also discussed. Connections between the participants' lived experiences and the stage of development of their white identity and their responses to these challenges to their belief systems was evident. This connection illustrates the need for a more systematic approach to racial awareness for pre- and in-service teachers."]},{"key":"dc:title","label":"Title","values":["The Confrontation of White Supremacy: A Consciousness Raising Group Experience"]}]}],"canonical_facts":{"dc:contributor":["Ming Fang He","Yasar Bodur","Frank Erik Brooks"],"dc:creator":["King, Vickie S."],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["This study investigated the responses of six white female high school teachers in a small, rural community in southern Georgia to discussions about and challenges to their belief systems concerning racial issues and the racial climate of their school. These women were part of a multi-session consciousness raising focus group experience. The theoretical framework for this study was black feminist theory. Black feminist theorists' emphasis of the importance of lived experience and dialogue in questioning the structures of dominant powers was an important component of the study. Qualitative research was employed in an effort to capture the fullness of the experience of the participants. The analysis and presentation of the data and findings involved biographical sketches and thematic patterns drawn from the participants. White identity development models were used during the analysis of the data. The importance of critical self-reflection and culturally relevant pedagogy was also discussed. Connections between the participants' lived experiences and the stage of development of their white identity and their responses to these challenges to their belief systems was evident. This connection illustrates the need for a more systematic approach to racial awareness for pre- and in-service teachers."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/527"],"dc:subject":["ETD","Consciousness-raising focus groups","Black feminist theory","White teachers","White identity development","Cross-cultural relationships","Race awareness"],"dc:title":["The Confrontation of White Supremacy: A Consciousness Raising Group Experience"],"thesis:degree_discipline":["Department of Curriculum, Foundations, and Reading"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Curriculum Studies (Ed.D.)"]},"updated_at":"2026-07-24T02:27:12Z"}