{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/124406"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/124406","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Practicing antiracism in schools: exploring the motivations and experiences of public school teachers who believe in social justice","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_has_math":false,"creators":["Frye, Nina Samii"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Hale, Jon","Pak, Yoon","Hood, Denice W","Lee, Sharon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05","date_published":"2024-05","updated_at":"2026-07-22T22:25:00Z","subjects":["Antiracism","Critical Whiteness Studies","Culturally Relevant Pedagogy","Equity Pedagogy","Racial Literacy","Social Justice"],"languages":["en","eng"],"rights":["Copyright 2024 Nina Frye"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/124406","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hale, Jon","Pak, Yoon","Hood, Denice W","Lee, Sharon"]},{"key":"dc:creator","label":"Author","values":["Frye, Nina Samii"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-05","2024-04-25"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Antiracism","Critical Whiteness Studies","Culturally Relevant Pedagogy","Equity Pedagogy","Racial Literacy","Social Justice"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Nina Frye"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/124406"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Nina Frye, accepted the attached license on 2024-04-25 at 13:44.","The student, Nina Frye, submitted this Dissertation for approval on 2024-04-25 at 13:53.","This Dissertation was approved for publication on 2024-04-25 at 16:02.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20642 on 2024-09-16 at 00:37:02","Racial mismatch between white public-school teachers and students of color continues to grow. Although some white teachers are able to bridge the racial and cultural divide to successfully teach students of color, many are not. This racial and cultural divide contributes to many inequities for students of color, including a lack of qualified teachers, lower graduation rate, less access to advanced coursework, and increased likelihood of being tracked into lower-level classes. Teachers who ascribe to social justice and/or antiracist ideologies may be more likely to advocate for students of color. Utilizing the frameworks of Critical Race Theory and Critical Whiteness Studies, this research seeks to identify formative experiences of teachers who ascribe to social justice and/or antiracist ideologies. White teachers who ascribe to social justice and/or antiracism were recruited to respond to a questionnaire detailing their personal and professional experiences that helped them form their antiracist beliefs. Analysis of the data can be used to inform instruction of preservice educators to better prepare them to teach diverse student populations. If more teachers practice antiracism, then they may be able to help correct educational disparities and improve outcomes for Black, Indigenous, and other students of color."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Practicing antiracism in schools: exploring the motivations and experiences of public school teachers who believe in social justice"]}]}],"canonical_facts":{"dc:contributor":["Hale, Jon","Pak, Yoon","Hood, Denice W","Lee, Sharon"],"dc:creator":["Frye, Nina Samii"],"dc:date":["2024-05","2024-04-25"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Nina Frye, accepted the attached license on 2024-04-25 at 13:44.","The student, Nina Frye, submitted this Dissertation for approval on 2024-04-25 at 13:53.","This Dissertation was approved for publication on 2024-04-25 at 16:02.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20642 on 2024-09-16 at 00:37:02","Racial mismatch between white public-school teachers and students of color continues to grow. Although some white teachers are able to bridge the racial and cultural divide to successfully teach students of color, many are not. This racial and cultural divide contributes to many inequities for students of color, including a lack of qualified teachers, lower graduation rate, less access to advanced coursework, and increased likelihood of being tracked into lower-level classes. Teachers who ascribe to social justice and/or antiracist ideologies may be more likely to advocate for students of color. Utilizing the frameworks of Critical Race Theory and Critical Whiteness Studies, this research seeks to identify formative experiences of teachers who ascribe to social justice and/or antiracist ideologies. White teachers who ascribe to social justice and/or antiracism were recruited to respond to a questionnaire detailing their personal and professional experiences that helped them form their antiracist beliefs. Analysis of the data can be used to inform instruction of preservice educators to better prepare them to teach diverse student populations. If more teachers practice antiracism, then they may be able to help correct educational disparities and improve outcomes for Black, Indigenous, and other students of color."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/124406"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Nina Frye"],"dc:subject":["Antiracism","Critical Whiteness Studies","Culturally Relevant Pedagogy","Equity Pedagogy","Racial Literacy","Social Justice"],"dc:title":["Practicing antiracism in schools: exploring the motivations and experiences of public school teachers who believe in social justice"],"dc:type":["text"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:00Z"}