Interrogating Whiteness in Science Teacher Identities: A Critical Autoethnography

In this critical autoethnography, and with the help of critical friends, I set out to explore various aspects and patterns of racism and anti-racism that manifest in science teacher identities-in-practice. Being a white, cis-gendered male science teacher who has been involved in (re)producing racial harm in science education spaces, I studied the ways in which whiteness manifests in science teacher identities of white, cis-gendered male science teachers caught up in entanglements between the white institutional norms of predominantly white suburban high schools and racial justice. Analysis of recollections from years of teaching in two high schools and data from interviews with critical friends led to five themes. First, white fragility was linked with bystanding in moments of potential racial harm. Second, commodification of racial affinity spaces came about after situations that involved racial harm. Third, the labor and emotional capital when action was taken against a racial injustice was disproportionately drawn from and placed upon Black, Indigenous, and People of the Global Majority educators. Fourth, fear was foundational to the upholding of white institutional norms. Fifth, racial harm was often hidden in secluded situations, and race-based conceptualizations and actions linked school identities with science teacher identities-in-practice. Two conclusions that emerged from these findings point to: (a) white emotions catalyzing the release of racial harm; and (b) science teacher identities-in-practice reflecting white institutional norms. When race surfaced in situations that led to racial harm, the emotional responses of white, male science teachers aligned with race-evasion hindering their ability to take racially just action. Succumbing to white emotional blockades ultimately catalyzed the (re)production of racial harm through the reduced effort required to align with white institutional norms or whitestream education.

Author dc:creator

• Michael Kristofer Nocella (24399644)

• Science Education
• Curriculum & Instruction
• STEM Education
• Racial / Social Contexts of Education

Statement dc:rights

• In Copyright

DOI dc:identifier

https://doi.org/10.25417/uic.32994089.v1

OAI identifier oai:identifier

oai:figshare.com:article/32994089