{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:kent1364315701"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:kent1364315701","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"A CASE STUDY OF AN EARLY CHILDHOOD MINORITY TEACHER AND HOW SHE FORMED HER PROFESSIONAL IDENTITY","abstract":"A CASE STUDY OF AN EARLY CHILDHOOD MINORITY TEACHER AND HOW SHE FORMED HER PROFESSIONAL IDENTITY (pp. 274)Director of Dissertation: Martha J. Lash, Ph.D. This qualitative case study is an investigation of the role of race, school context, and personal and professional experiences in the formation of an early childhood teacher’s professional identity. Data sources included interviews, observations, conversations, field notes, and school artifacts. Member checking, triangulation, and extended observation supported the trustworthiness of the results. The findings of the research indicate that major themes related to identity formation included family influence, teaching values and beliefs, and identity shift. Main themes related to the minority status of the participant were emotions and feeling of alienation. Finally, major themes related to school context and personal and professional experiences included relationships with children and parents, relationships with teachers and staff members at the school, early learning experiences, and images of a good teacher. The study concludes with suggestions for early childhood education programs and future researchers.","abstract_html":"A CASE STUDY OF AN EARLY CHILDHOOD MINORITY TEACHER AND HOW SHE FORMED HER PROFESSIONAL IDENTITY (pp. 274)Director of Dissertation: Martha J. Lash, Ph.D. This qualitative case study is an investigation of the role of race, school context, and personal and professional experiences in the formation of an early childhood teacher’s professional identity. Data sources included interviews, observations, conversations, field notes, and school artifacts. Member checking, triangulation, and extended observation supported the trustworthiness of the results. The findings of the research indicate that major themes related to identity formation included family influence, teaching values and beliefs, and identity shift. Main themes related to the minority status of the participant were emotions and feeling of alienation. Finally, major themes related to school context and personal and professional experiences included relationships with children and parents, relationships with teachers and staff members at the school, early learning experiences, and images of a good teacher. The study concludes with suggestions for early childhood education programs and future researchers.","abstract_has_math":false,"creators":["Alkhatib, Amal Jamal, Dr."],"institution":"Kent State University","degree_name":"PHD","degree_level":"doctoral","degree_discipline":"College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies","degree_department":null,"school":null,"contributors":["Lash, Martha"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-05-07","date_published":"2013-05-07","updated_at":"2026-07-24T03:37:01Z","subjects":["Early Childhood Education","Teacher Education","Teacher Identity","Case Study","Professional Identity Formation","Minority Teachers."],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://rave.ohiolink.edu/etdc/view?acc_num=kent1364315701","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lash, Martha"]},{"key":"dc:creator","label":"Author","values":["Alkhatib, Amal Jamal, Dr."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-05-07"]},{"key":"dc:publisher","label":"Institution","values":["Kent State University / OhioLINK"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PHD"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Kent State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Early Childhood Education","Teacher Education","Teacher Identity","Case Study","Professional Identity Formation","Minority Teachers."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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The findings of the research indicate that major themes related to identity formation included family influence, teaching values and beliefs, and identity shift. Main themes related to the minority status of the participant were emotions and feeling of alienation. Finally, major themes related to school context and personal and professional experiences included relationships with children and parents, relationships with teachers and staff members at the school, early learning experiences, and images of a good teacher. The study concludes with suggestions for early childhood education programs and future researchers."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","p.274","1.55 MB"]},{"key":"dc:title","label":"Title","values":["A CASE STUDY OF AN EARLY CHILDHOOD MINORITY TEACHER AND HOW SHE FORMED HER PROFESSIONAL IDENTITY"]}]}],"canonical_facts":{"dc:contributor":["Lash, Martha"],"dc:creator":["Alkhatib, Amal Jamal, Dr."],"dc:date":["2013-05-07"],"dc:description":["A CASE STUDY OF AN EARLY CHILDHOOD MINORITY TEACHER AND HOW SHE FORMED HER PROFESSIONAL IDENTITY (pp. 274)Director of Dissertation: Martha J. Lash, Ph.D. This qualitative case study is an investigation of the role of race, school context, and personal and professional experiences in the formation of an early childhood teacher’s professional identity. Data sources included interviews, observations, conversations, field notes, and school artifacts. Member checking, triangulation, and extended observation supported the trustworthiness of the results. The findings of the research indicate that major themes related to identity formation included family influence, teaching values and beliefs, and identity shift. Main themes related to the minority status of the participant were emotions and feeling of alienation. Finally, major themes related to school context and personal and professional experiences included relationships with children and parents, relationships with teachers and staff members at the school, early learning experiences, and images of a good teacher. 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It may not be copied or redistributed beyond the terms of applicable copyright laws."],"dc:subject":["Early Childhood Education","Teacher Education","Teacher Identity","Case Study","Professional Identity Formation","Minority Teachers."],"dc:title":["A CASE STUDY OF AN EARLY CHILDHOOD MINORITY TEACHER AND HOW SHE FORMED HER PROFESSIONAL IDENTITY"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["PHD"],"thesis:institution_name":["Kent State University"]},"updated_at":"2026-07-24T03:37:01Z"}