Racial Consciousness and Faculty Behavior: Exploring How Teaching Can Become Susceptible to White Self-Interests

• In Event: 32.083 - Roundtable Session 12
  In Roundtable Session: 32.083-15 - Changing Conceptions of Teaching and Learning

Abstract

This study utilized constructivist grounded theory to explore the role White faculty believe they play in dismantling the white supremacy embedded in the classroom through their faculty behaviors in pursuit of equitable educational outcomes for racially minoritized students. To reveal how the resulting substantive theory emerged, this paper exposes the inherently invisible structural relations between the study’s emergent themes. This research is the first of its kind, in the education literature, to utilize critical legal scholar Kimberlé Crenshaw’s (1988) restrictive and expansive views of equality framework to empirically measure and describe excellence in college teaching.

Author

• Chayla Haynes Davison, Texas A&M University - College Station