This is a study about secondary ethnic studies classes within the COVID-19 pandemic. In 2020, a novel coronavirus caused dramatic changes in society, and social protests erupted in the United States in response to violence against people of color. This period of dual crises created a collective period of turbulence for educators in the United States as schooling moved to emergency virtual environments. Though the impact of this time is not yet understood, early indicators suggest that existing educational inequalities for students of color will be exacerbated. This study explored ethnic studies teacher sensemaking to understand how teachers adapted their pedagogy during the time of the COVID-19 pandemic and Black Lives Matter protests. Ethnic studies classes provided an important case, because ethnic studies tends to adopt culturally relevant and community responsive pedagogies through the study of historically marginalized groups and the deconstruction of race and systems of oppression, which was particularly relevant in the context of the concurrent crises.
This study employed a qualitative case study design to investigate the sensemaking strategies of nine high school ethnic studies teachers. This study posed the question, How did ethnic studies teachers make sense of teaching and learning in virtual environments for high school students during the time of the COVID-19 pandemic and Black Lives Matter protests? Qualitative interviews formed the primary data collection strategy. Data were analyzed through two cycles of coding. The findings suggest that ethnic studies teachers adjusted their teaching during this time by prioritizing student well-being. The critical dialogic approach privileged in ethnic studies classes meant that teachers were well-positioned to incorporate culturally responsive content, and utilize digital technology in innovative, humanizing ways. The teachers’ beliefs about teaching and the nature of ethnic studies pedagogy helped them engage in actions that directly addressed students’ social and emotional needs in this novel context. Implications for educators and school leaders are addressed, along with suggestions for future research on critical pedagogy in the virtual environment.
","abstract_html":"<p>This is a study about secondary ethnic studies classes within the COVID-19 pandemic. In 2020, a novel coronavirus caused dramatic changes in society, and social protests erupted in the United States in response to violence against people of color. This period of dual crises created a collective period of turbulence for educators in the United States as schooling moved to emergency virtual environments. Though the impact of this time is not yet understood, early indicators suggest that existing educational inequalities for students of color will be exacerbated. This study explored ethnic studies teacher sensemaking to understand how teachers adapted their pedagogy during the time of the COVID-19 pandemic and Black Lives Matter protests. Ethnic studies classes provided an important case, because ethnic studies tends to adopt culturally relevant and community responsive pedagogies through the study of historically marginalized groups and the deconstruction of race and systems of oppression, which was particularly relevant in the context of the concurrent crises.</p> <p>This study employed a qualitative case study design to investigate the sensemaking strategies of nine high school ethnic studies teachers. This study posed the question, <em>How did ethnic studies teachers make sense of teaching and learning in virtual environments for high school students during the time of the COVID-19 pandemic and Black Lives Matter protests? </em>Qualitative interviews formed the primary data collection strategy. Data were analyzed through two cycles of coding. The findings suggest that ethnic studies teachers adjusted their teaching during this time by prioritizing student well-being. The critical dialogic approach privileged in ethnic studies classes meant that teachers were well-positioned to incorporate culturally responsive content, and utilize digital technology in innovative, humanizing ways. The teachers’ beliefs about teaching and the nature of ethnic studies pedagogy helped them engage in actions that directly addressed students’ social and emotional needs in this novel context. Implications for educators and school leaders are addressed, along with suggestions for future research on critical pedagogy in the virtual environment.</p>","abstract_has_math":false,"creators":["Flewelling, Kay"],"institution":null,"degree_name":"PhD Leadership Studies","degree_level":"Dissertation: Open Access","degree_discipline":"Leadership Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-31T08:00:00Z","date_published":"2022-01-31T08:00:00Z","updated_at":"2026-07-24T05:41:20Z","subjects":["ethnic studies","high school","secondary school","COVID-19 pandemic","sensemaking","sensemaking theory","virtual environments","online learning","crisis education","Curriculum and Instruction","Educational Methods","Humane Education","Online and Distance Education","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digital.sandiego.edu/dissertations/939","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Flewelling, Kay"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-09T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Leadership Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation: Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD Leadership Studies"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ethnic studies","high school","secondary school","COVID-19 pandemic","sensemaking","sensemaking theory","virtual environments","online learning","crisis education","Curriculum and Instruction","Educational Methods","Humane Education","Online and Distance Education","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digital.sandiego.edu/dissertations/939"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This is a study about secondary ethnic studies classes within the COVID-19 pandemic. In 2020, a novel coronavirus caused dramatic changes in society, and social protests erupted in the United States in response to violence against people of color. This period of dual crises created a collective period of turbulence for educators in the United States as schooling moved to emergency virtual environments. Though the impact of this time is not yet understood, early indicators suggest that existing educational inequalities for students of color will be exacerbated. This study explored ethnic studies teacher sensemaking to understand how teachers adapted their pedagogy during the time of the COVID-19 pandemic and Black Lives Matter protests. Ethnic studies classes provided an important case, because ethnic studies tends to adopt culturally relevant and community responsive pedagogies through the study of historically marginalized groups and the deconstruction of race and systems of oppression, which was particularly relevant in the context of the concurrent crises.
This study employed a qualitative case study design to investigate the sensemaking strategies of nine high school ethnic studies teachers. This study posed the question, How did ethnic studies teachers make sense of teaching and learning in virtual environments for high school students during the time of the COVID-19 pandemic and Black Lives Matter protests? Qualitative interviews formed the primary data collection strategy. Data were analyzed through two cycles of coding. The findings suggest that ethnic studies teachers adjusted their teaching during this time by prioritizing student well-being. The critical dialogic approach privileged in ethnic studies classes meant that teachers were well-positioned to incorporate culturally responsive content, and utilize digital technology in innovative, humanizing ways. The teachers’ beliefs about teaching and the nature of ethnic studies pedagogy helped them engage in actions that directly addressed students’ social and emotional needs in this novel context. Implications for educators and school leaders are addressed, along with suggestions for future research on critical pedagogy in the virtual environment.
"]},{"key":"dc:title","label":"Title","values":["Teacher Sensemaking in Times of Crisis: A Case Study of the Teaching of High School Ethnic Studies Classes During the COVID-19 Pandemic and Black Lives Matter Protests"]}]}],"canonical_facts":{"dc:creator":["Flewelling, Kay"],"dc:date.available":["2022-05-09T07:00:00Z"],"dc:description.abstract":["This is a study about secondary ethnic studies classes within the COVID-19 pandemic. In 2020, a novel coronavirus caused dramatic changes in society, and social protests erupted in the United States in response to violence against people of color. This period of dual crises created a collective period of turbulence for educators in the United States as schooling moved to emergency virtual environments. Though the impact of this time is not yet understood, early indicators suggest that existing educational inequalities for students of color will be exacerbated. This study explored ethnic studies teacher sensemaking to understand how teachers adapted their pedagogy during the time of the COVID-19 pandemic and Black Lives Matter protests. Ethnic studies classes provided an important case, because ethnic studies tends to adopt culturally relevant and community responsive pedagogies through the study of historically marginalized groups and the deconstruction of race and systems of oppression, which was particularly relevant in the context of the concurrent crises.
This study employed a qualitative case study design to investigate the sensemaking strategies of nine high school ethnic studies teachers. This study posed the question, How did ethnic studies teachers make sense of teaching and learning in virtual environments for high school students during the time of the COVID-19 pandemic and Black Lives Matter protests? Qualitative interviews formed the primary data collection strategy. Data were analyzed through two cycles of coding. The findings suggest that ethnic studies teachers adjusted their teaching during this time by prioritizing student well-being. The critical dialogic approach privileged in ethnic studies classes meant that teachers were well-positioned to incorporate culturally responsive content, and utilize digital technology in innovative, humanizing ways. The teachers’ beliefs about teaching and the nature of ethnic studies pedagogy helped them engage in actions that directly addressed students’ social and emotional needs in this novel context. Implications for educators and school leaders are addressed, along with suggestions for future research on critical pedagogy in the virtual environment.
"],"dc:identifier":["https://digital.sandiego.edu/dissertations/939"],"dc:subject":["ethnic studies","high school","secondary school","COVID-19 pandemic","sensemaking","sensemaking theory","virtual environments","online learning","crisis education","Curriculum and Instruction","Educational Methods","Humane Education","Online and Distance Education","Secondary Education"],"dc:title":["Teacher Sensemaking in Times of Crisis: A Case Study of the Teaching of High School Ethnic Studies Classes During the COVID-19 Pandemic and Black Lives Matter Protests"],"thesis:degree_discipline":["Leadership Studies"],"thesis:degree_level":["Dissertation: Open Access"],"thesis:degree_name":["PhD Leadership Studies"]},"updated_at":"2026-07-24T05:41:20Z"}