{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/124568"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/124568","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Exploration of White educators’ experiences in inclusive inquiry-based critical professional development","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","abstract_has_math":false,"creators":["Mullins, Samantha"],"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":["Lee, Sharon","Pak, Yoon","Hale, Jon","Wilson, Asif"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05","date_published":"2024-05","updated_at":"2026-07-22T22:25:02Z","subjects":["Critical Professional Development","Critical Whiteness","White Fragility","Inquiry-based Learning","Inclusive Teaching Practices"],"languages":["en","eng"],"rights":["Copyright 2024 Samantha Mullins"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/124568","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lee, Sharon","Pak, Yoon","Hale, Jon","Wilson, Asif"]},{"key":"dc:creator","label":"Author","values":["Mullins, Samantha"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-05","2024-04-24"]},{"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":["Critical Professional Development","Critical Whiteness","White Fragility","Inquiry-based Learning","Inclusive Teaching Practices"]}]},{"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 Samantha Mullins"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/124568"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","The student, Samantha Mullins, accepted the attached license on 2024-04-23 at 18:00.","The student, Samantha Mullins, submitted this Dissertation for approval on 2024-04-23 at 18:10.","This Dissertation was approved for publication on 2024-04-24 at 10:02.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20595 on 2024-09-16 at 00:44:27","This qualitative study explores the experiences of White educators who participated in an inclusive critical professional development series, the I3: Inclusive, Inquiry-Based Social Studies for Illinois professional development series. The selected participants of this study rated themselves as high on inclusive and inquiry-based learning practices before beginning the I3 professional development series. Findings from the study suggest that participants who expressed a high level of competence towards inclusive and inquiry-based learning approaches, and who were also highly engaged with the work throughout the I3 professional development series, still struggle to discuss the concept of inclusive learning environments in a real and meaningful way (i.e., participants struggled to discuss the concepts of race and racism). In particular, the results from this study highlight that the selected participants avoided the concepts of race and racism by way of utilizing racially coded language. Furthermore, results suggest that participants continued to avoid inclusivity and instead focused on inquiry-based learning when asked to reflect on it. Lastly, preliminary and salient findings point to the concept of fear; specifically, the fear that White educators might feel when participating in critical professional development settings that are anchored in inclusive learning environments. This study suggests that White educators who rated themselves as high on inclusive and inquiry-based learning approaches still struggled when in an inclusive critical professional development setting because of the presence of Whiteness and White fragility."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Exploration of White educators’ experiences in inclusive inquiry-based critical professional development"]}]}],"canonical_facts":{"dc:contributor":["Lee, Sharon","Pak, Yoon","Hale, Jon","Wilson, Asif"],"dc:creator":["Mullins, Samantha"],"dc:date":["2024-05","2024-04-24"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","The student, Samantha Mullins, accepted the attached license on 2024-04-23 at 18:00.","The student, Samantha Mullins, submitted this Dissertation for approval on 2024-04-23 at 18:10.","This Dissertation was approved for publication on 2024-04-24 at 10:02.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20595 on 2024-09-16 at 00:44:27","This qualitative study explores the experiences of White educators who participated in an inclusive critical professional development series, the I3: Inclusive, Inquiry-Based Social Studies for Illinois professional development series. The selected participants of this study rated themselves as high on inclusive and inquiry-based learning practices before beginning the I3 professional development series. Findings from the study suggest that participants who expressed a high level of competence towards inclusive and inquiry-based learning approaches, and who were also highly engaged with the work throughout the I3 professional development series, still struggle to discuss the concept of inclusive learning environments in a real and meaningful way (i.e., participants struggled to discuss the concepts of race and racism). In particular, the results from this study highlight that the selected participants avoided the concepts of race and racism by way of utilizing racially coded language. Furthermore, results suggest that participants continued to avoid inclusivity and instead focused on inquiry-based learning when asked to reflect on it. Lastly, preliminary and salient findings point to the concept of fear; specifically, the fear that White educators might feel when participating in critical professional development settings that are anchored in inclusive learning environments. This study suggests that White educators who rated themselves as high on inclusive and inquiry-based learning approaches still struggled when in an inclusive critical professional development setting because of the presence of Whiteness and White fragility."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/124568"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Samantha Mullins"],"dc:subject":["Critical Professional Development","Critical Whiteness","White Fragility","Inquiry-based Learning","Inclusive Teaching Practices"],"dc:title":["Exploration of White educators’ experiences in inclusive inquiry-based critical professional development"],"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":"2026-07-22T22:25:02Z"}