{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/125594"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/125594","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Making Whiteness visible in the classroom: An interview-based qualitative study of three White educators","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-02-04 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-02-04 without embargo terms","abstract_has_math":false,"creators":["Barker-Fivelson, Shannon"],"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":["Hood, Denice","Davila, Liv","Kang, Hyun","Lee, Sharon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-07-11","date_published":"2024-07-11","updated_at":"2026-07-22T22:25:02Z","subjects":["White Educators","Whiteness","Racial Identity Development"],"languages":["en","eng"],"rights":["Copyright 2024 Shannon Barker-Fivelson"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/125594","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hood, Denice","Davila, Liv","Kang, Hyun","Lee, Sharon"]},{"key":"dc:creator","label":"Author","values":["Barker-Fivelson, Shannon"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-07-11","2024-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"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":["White Educators","Whiteness","Racial Identity Development"]}]},{"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 Shannon Barker-Fivelson"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/125594"]}]},{"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 2025-02-04 without embargo terms","The student, Shannon Barker-Fivelson, accepted the attached license on 2024-07-09 at 14:47.","The student, Shannon Barker-Fivelson, submitted this Dissertation for approval on 2024-07-09 at 14:54.","This Dissertation was approved for publication on 2024-07-11 at 13:32.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21016 on 2025-02-04 at 21:04:46","This is a basic qualitative study with a purposeful sample of three participants that examined the extent to which understanding of one’s Whiteness impacts one’s pedagogical decisions, as well as what White teachers who have examined their Whiteness do differently within their teaching. The majority of the teaching force in the United States is White, but the majority of that majority have not spent time extensively examining the meaning of their Whiteness. The purpose of this research is to determine ways to better support Black students, especially those within predominantly White institutions, through understanding how a White teacher’s awareness of themselves as racialized can help render the invisible White hegemony visible in order to decenter it in the classroom. Study included two semi-structured interviews, followed by three phases of inductive and deductive coding. Findings include that teachers who have examined their Whiteness think about Whiteness as a lens through which they teach, the power of their Whiteness, its impact on their Black students, and how their ego connects to their understanding of Whiteness’ impact on their pedagogy. Findings also include that those who have examined their Whiteness implement pedagogical decisions in four areas: transparency, intention, support for others, and reflection. Implications of this study are that examining one’s Whiteness in a White anti-racist affinity group can positively impact one’s teaching and better support students, and there are ways to make one’s Whiteness visible in the classroom in order to decenter it and challenge the normality of Whiteness, which can better support Black students in predominantly White institutions."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Making Whiteness visible in the classroom: An interview-based qualitative study of three White educators"]}]}],"canonical_facts":{"dc:contributor":["Hood, Denice","Davila, Liv","Kang, Hyun","Lee, Sharon"],"dc:creator":["Barker-Fivelson, Shannon"],"dc:date":["2024-07-11","2024-08"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-02-04 without embargo terms","The student, Shannon Barker-Fivelson, accepted the attached license on 2024-07-09 at 14:47.","The student, Shannon Barker-Fivelson, submitted this Dissertation for approval on 2024-07-09 at 14:54.","This Dissertation was approved for publication on 2024-07-11 at 13:32.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21016 on 2025-02-04 at 21:04:46","This is a basic qualitative study with a purposeful sample of three participants that examined the extent to which understanding of one’s Whiteness impacts one’s pedagogical decisions, as well as what White teachers who have examined their Whiteness do differently within their teaching. The majority of the teaching force in the United States is White, but the majority of that majority have not spent time extensively examining the meaning of their Whiteness. The purpose of this research is to determine ways to better support Black students, especially those within predominantly White institutions, through understanding how a White teacher’s awareness of themselves as racialized can help render the invisible White hegemony visible in order to decenter it in the classroom. Study included two semi-structured interviews, followed by three phases of inductive and deductive coding. Findings include that teachers who have examined their Whiteness think about Whiteness as a lens through which they teach, the power of their Whiteness, its impact on their Black students, and how their ego connects to their understanding of Whiteness’ impact on their pedagogy. Findings also include that those who have examined their Whiteness implement pedagogical decisions in four areas: transparency, intention, support for others, and reflection. Implications of this study are that examining one’s Whiteness in a White anti-racist affinity group can positively impact one’s teaching and better support students, and there are ways to make one’s Whiteness visible in the classroom in order to decenter it and challenge the normality of Whiteness, which can better support Black students in predominantly White institutions."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/125594"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Shannon Barker-Fivelson"],"dc:subject":["White Educators","Whiteness","Racial Identity Development"],"dc:title":["Making Whiteness visible in the classroom: An interview-based qualitative study of three White educators"],"dc:type":["text","Thesis"],"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"}