{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/127372"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/127372","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Language matters: A qualitative study of teachers’ use of language after participation in an equity-focused professional development program","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-12-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-12-01","abstract_has_math":false,"creators":["Trower, Leticia M."],"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":["Pak, Yoon","Hale, Jon","Mason, Terrence","Dornfeld-Tissenbaum, Catherine"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-12-01","date_published":"2024-12-01","updated_at":"2026-07-22T22:25:03Z","subjects":["Diversity","Inclusion","Diversity, Equity, And Inclusion","Professional Learning","Equity","Dei","Language","Discourse Analysis","High School","Professional Development"],"languages":["en","eng"],"rights":["(c)2024 Leticia M. Trower"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/127372","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pak, Yoon","Hale, Jon","Mason, Terrence","Dornfeld-Tissenbaum, Catherine"]},{"key":"dc:creator","label":"Author","values":["Trower, Leticia M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-12-01","2024-12"]},{"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":["Diversity","Inclusion","Diversity, Equity, And Inclusion","Professional Learning","Equity","Dei","Language","Discourse Analysis","High School","Professional 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":["(c)2024 Leticia M. Trower"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/127372"]}]},{"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 2026-12-01","The student, Leticia Trower, accepted the attached license on 2024-11-27 at 11:41.","The student, Leticia Trower, submitted this Dissertation for approval on 2024-11-27 at 11:47.","This Dissertation was approved for publication on 2024-12-01 at 13:22.","It is well documented that students of color, students living in poverty, sexual and gender minority youth, multilingual learners, and students from other marginalized groups are underserved in U.S. schools (Barton & Coley, 2009; Griner & Stewart, 2012; Park, 2020; Poteat et al., 2021; Singleton, 2015). One action taken by schools and districts in an attempt to ameliorate this situation is the inclusion of equity-focused professional development programs for K-12 educators. Additionally, the language educators use to describe their students, and the identities educators enact for themselves and their students through language, have the power to either change or uphold these patterns of inequity (Calderón et al., 2020; Pollack, 2012; Valencia, 1997). This study examined the language used by three teachers who had participated in an equity-focused professional development program and used Gee’s (2014) seven Building Tasks of discourse analysis as a lens to analyze the teachers’ use of language during interviews. The three participating teachers used language to enact an identity for themselves as educators who value diversity, equity, and inclusion; they expressed that listening to students, valuing their input, and considering their perspective has a positive effect on students’ school experience; and all three described characteristics associated with students’ attitudes and mindsets about learning more often than any other characteristic when describing the kinds of students who succeed or don’t succeed. These findings highlight the importance of including student voice in K-12 education, and strengthening students’ positive attitudes about learning and school. Future research is recommended to further explore teachers’ identity before and after participating in equity-focused professional development, and to examine the relationship between students’ perspectives and teachers’ participation in such professional development.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21413 on 2025-03-28 at 14:43:29"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Language matters: A qualitative study of teachers’ use of language after participation in an equity-focused professional development program"]}]}],"canonical_facts":{"dc:contributor":["Pak, Yoon","Hale, Jon","Mason, Terrence","Dornfeld-Tissenbaum, Catherine"],"dc:creator":["Trower, Leticia M."],"dc:date":["2024-12-01","2024-12"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-12-01","The student, Leticia Trower, accepted the attached license on 2024-11-27 at 11:41.","The student, Leticia Trower, submitted this Dissertation for approval on 2024-11-27 at 11:47.","This Dissertation was approved for publication on 2024-12-01 at 13:22.","It is well documented that students of color, students living in poverty, sexual and gender minority youth, multilingual learners, and students from other marginalized groups are underserved in U.S. schools (Barton & Coley, 2009; Griner & Stewart, 2012; Park, 2020; Poteat et al., 2021; Singleton, 2015). One action taken by schools and districts in an attempt to ameliorate this situation is the inclusion of equity-focused professional development programs for K-12 educators. Additionally, the language educators use to describe their students, and the identities educators enact for themselves and their students through language, have the power to either change or uphold these patterns of inequity (Calderón et al., 2020; Pollack, 2012; Valencia, 1997). This study examined the language used by three teachers who had participated in an equity-focused professional development program and used Gee’s (2014) seven Building Tasks of discourse analysis as a lens to analyze the teachers’ use of language during interviews. The three participating teachers used language to enact an identity for themselves as educators who value diversity, equity, and inclusion; they expressed that listening to students, valuing their input, and considering their perspective has a positive effect on students’ school experience; and all three described characteristics associated with students’ attitudes and mindsets about learning more often than any other characteristic when describing the kinds of students who succeed or don’t succeed. These findings highlight the importance of including student voice in K-12 education, and strengthening students’ positive attitudes about learning and school. Future research is recommended to further explore teachers’ identity before and after participating in equity-focused professional development, and to examine the relationship between students’ perspectives and teachers’ participation in such professional development.","DSpace SAF Submission Ingestion Package generated from Vireo submission #21413 on 2025-03-28 at 14:43:29"],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/127372"],"dc:language":["en","eng"],"dc:rights":["(c)2024 Leticia M. Trower"],"dc:subject":["Diversity","Inclusion","Diversity, Equity, And Inclusion","Professional Learning","Equity","Dei","Language","Discourse Analysis","High School","Professional Development"],"dc:title":["Language matters: A qualitative study of teachers’ use of language after participation in an equity-focused professional development program"],"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":"2026-07-22T22:25:03Z"}