Racial minority students in American public schools learn in environments that are antithetical to their cultural and familial backgrounds. Because the majority of the teacher workforce is comprised of white teachers, the institution of school places racial minority students at risk. These students drop out or are labeled as failures at alarming rates. This qualitative study explored the teaching behaviors of white veteran teachers through a design that mixed both multicase study and autoethnography. The data sources for this study included interviews, focus groups, teacher journals, and teacher-authored documents. The data in this study was member checked and peer reviewed as well as triangulated to increase accuracy. Three findings were gleaned from the data: (1) white teachers in this study teach from a worldview that demonstrates a monolithic cultural gaze; (2) when white teachers are inclusive of other cultures, they inadvertently impede the progress that might occur from such inclusiveness by poor planning or by other life events; (3) the subtle relationship between power and assessment allows white teachers to unintentionally impact their racial minority students. Recommendations for teachers of English include culturally relevant pedagogy and reflective pedagogy as a means to provide racial minority students a voice in the classroom. Further research is needed to evaluate racial minority student perceptions of white teachers and their myopic instructional strategies for the diverse students within their classrooms.
","abstract_html":"<p>Racial minority students in American public schools learn in environments that are antithetical to their cultural and familial backgrounds. Because the majority of the teacher workforce is comprised of white teachers, the institution of school places racial minority students at risk. These students drop out or are labeled as failures at alarming rates. This qualitative study explored the teaching behaviors of white veteran teachers through a design that mixed both multicase study and autoethnography. The data sources for this study included interviews, focus groups, teacher journals, and teacher-authored documents. The data in this study was member checked and peer reviewed as well as triangulated to increase accuracy. Three findings were gleaned from the data: (1) white teachers in this study teach from a worldview that demonstrates a monolithic cultural gaze; (2) when white teachers are inclusive of other cultures, they inadvertently impede the progress that might occur from such inclusiveness by poor planning or by other life events; (3) the subtle relationship between power and assessment allows white teachers to unintentionally impact their racial minority students. Recommendations for teachers of English include culturally relevant pedagogy and reflective pedagogy as a means to provide racial minority students a voice in the classroom. Further research is needed to evaluate racial minority student perceptions of white teachers and their myopic instructional strategies for the diverse students within their classrooms.</p>","abstract_has_math":false,"creators":["Pritchett, Jason"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Teacher Leadership for Learning","degree_department":null,"school":null,"contributors":["Dr. Corrie Davis","Dr. Reta Ugena Whitlock","Dr. Dawn Kirby"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-10-01T07:00:00Z","date_published":"2011-10-01T07:00:00Z","updated_at":"2026-07-24T02:42:45Z","subjects":["teaching","minorities","treatment","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/etd/479","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Corrie Davis","Dr. Reta Ugena Whitlock","Dr. Dawn Kirby"]},{"key":"dc:creator","label":"Author","values":["Pritchett, Jason"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2011-12-09T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Leadership for Learning"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teaching","minorities","treatment","Educational Assessment, Evaluation, and Research"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/etd/479"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Racial minority students in American public schools learn in environments that are antithetical to their cultural and familial backgrounds. Because the majority of the teacher workforce is comprised of white teachers, the institution of school places racial minority students at risk. These students drop out or are labeled as failures at alarming rates. This qualitative study explored the teaching behaviors of white veteran teachers through a design that mixed both multicase study and autoethnography. The data sources for this study included interviews, focus groups, teacher journals, and teacher-authored documents. The data in this study was member checked and peer reviewed as well as triangulated to increase accuracy. Three findings were gleaned from the data: (1) white teachers in this study teach from a worldview that demonstrates a monolithic cultural gaze; (2) when white teachers are inclusive of other cultures, they inadvertently impede the progress that might occur from such inclusiveness by poor planning or by other life events; (3) the subtle relationship between power and assessment allows white teachers to unintentionally impact their racial minority students. Recommendations for teachers of English include culturally relevant pedagogy and reflective pedagogy as a means to provide racial minority students a voice in the classroom. Further research is needed to evaluate racial minority student perceptions of white teachers and their myopic instructional strategies for the diverse students within their classrooms.
"]},{"key":"dc:title","label":"Title","values":["Cultural Intersections: White Teachers and Their Racial Minority Students"]}]}],"canonical_facts":{"dc:contributor":["Dr. Corrie Davis","Dr. Reta Ugena Whitlock","Dr. Dawn Kirby"],"dc:creator":["Pritchett, Jason"],"dc:date.available":["2011-12-09T08:00:00Z"],"dc:description.abstract":["Racial minority students in American public schools learn in environments that are antithetical to their cultural and familial backgrounds. Because the majority of the teacher workforce is comprised of white teachers, the institution of school places racial minority students at risk. These students drop out or are labeled as failures at alarming rates. This qualitative study explored the teaching behaviors of white veteran teachers through a design that mixed both multicase study and autoethnography. The data sources for this study included interviews, focus groups, teacher journals, and teacher-authored documents. The data in this study was member checked and peer reviewed as well as triangulated to increase accuracy. Three findings were gleaned from the data: (1) white teachers in this study teach from a worldview that demonstrates a monolithic cultural gaze; (2) when white teachers are inclusive of other cultures, they inadvertently impede the progress that might occur from such inclusiveness by poor planning or by other life events; (3) the subtle relationship between power and assessment allows white teachers to unintentionally impact their racial minority students. Recommendations for teachers of English include culturally relevant pedagogy and reflective pedagogy as a means to provide racial minority students a voice in the classroom. Further research is needed to evaluate racial minority student perceptions of white teachers and their myopic instructional strategies for the diverse students within their classrooms.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/etd/479"],"dc:subject":["teaching","minorities","treatment","Educational Assessment, Evaluation, and Research"],"dc:title":["Cultural Intersections: White Teachers and Their Racial Minority Students"],"thesis:degree_discipline":["Teacher Leadership for Learning"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:42:45Z"}