{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80062"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80062","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Wounded (Soul)diers in the Classroom: A Study of Black TAs in a Predominantly White Classroom","abstract":"\"Wounded (Soul)diers in the Classroom: A Study of the Black Teaching Assistant in a Predominantly White Classroom explores multiple and varied issues leading to and manifesting themselves in the African-American experiences of teaching in a predominantly White context. Through in-depth phenomenological interviews, this study examines the critical nature of race, its implications and influences, which shape the experiences of Black TAs. Under the guise of Critical Race Theory (CRT) this study uses narrative to shed light on the \"\"active struggle\"\" and discourse of the varied affects (i.e. psychological, emotional, spiritual, and occupational, etc.) of engaging and enduring conflicts in racialized classrooms. Furthermore, attempting to address CRTs 6th element as noted by Matsuda et al. (1993) of working toward the end of racial oppression by engaging in reflection and action to effectuate change, this study draws on the active struggles of the respondents to either better or simply get through their TA experiences.\"","abstract_html":""Wounded (Soul)diers in the Classroom: A Study of the Black Teaching Assistant in a Predominantly White Classroom explores multiple and varied issues leading to and manifesting themselves in the African-American experiences of teaching in a predominantly White context. Through in-depth phenomenological interviews, this study examines the critical nature of race, its implications and influences, which shape the experiences of Black TAs. Under the guise of Critical Race Theory (CRT) this study uses narrative to shed light on the ""active struggle"" and discourse of the varied affects (i.e. psychological, emotional, spiritual, and occupational, etc.) of engaging and enduring conflicts in racialized classrooms. Furthermore, attempting to address CRTs 6th element as noted by Matsuda et al. (1993) of working toward the end of racial oppression by engaging in reflection and action to effectuate change, this study draws on the active struggles of the respondents to either better or simply get through their TA experiences."","abstract_has_math":false,"creators":["Land, Roderic"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Policy Studies","degree_department":null,"school":null,"contributors":["Trent, William T."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:55:08Z","date_published":"2015-09-25T19:55:08Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Bilingual and Multicultural"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3337837"],"render_values":[{"text":"(MiAaPQ)AAI3337837","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80062","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Trent, William T."]},{"key":"dc:creator","label":"Author","values":["Land, Roderic"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:55:08Z","10000-01-01","2007"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.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":["Education, Bilingual and Multicultural"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80062","(MiAaPQ)AAI3337837"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"Wounded (Soul)diers in the Classroom: A Study of the Black Teaching Assistant in a Predominantly White Classroom explores multiple and varied issues leading to and manifesting themselves in the African-American experiences of teaching in a predominantly White context. 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