A Critical Analysis of Rural Midwestern Kindergarten Teachers' Perspectives on Teaching Approaches Toward Historically Marginalized Student Populations: A Critical Race Transformative Convergent Mixed-Methods Case Study

• In Event: Fairmont Roundtable Session Five
  In Roundtable Session: Dynamics Between Whiteness and Systemic Oppression in Teaching and Learning (Table 9)

Abstract

Critical race theory (CRT) posits that historically marginalized students [I. E. Black Indigenous and other People of Color (BIPOC)] within the United States experience heightened and systematic inequalities starting from an early age (Levinson, & Kumasi, 2011; Duncan, 2002; Delgado & Stefancic, 2000). Racial/ethnic marginalized students may face invisibility, hypervisibility, and/or social exclusion in the classroom, which may negatively impact perceptions of their temperament, socio-emotional development, behavior, and academic achievement (DeCuir & Dixson, 2004). The goal of this critical mixed methods case study is to evaluate teacher perspectives (Quant) and classroom approaches (Qual) with the goal of promoting more culturally responsive and relevant education (CRRE; Ladson-Billings, 2014; 1995).

Authors

• Martinique Ann Sealy Mitchell, Virginia Commonwealth University
  Presenting Author

• Jungwon Eum, University of Nebraska - Lincoln
  Non-Presenting Author

• Jentry Stoneman Barrett, University of Nebraska - Lincoln
  Non-Presenting Author

• Yuenjung Joo, University of Nebraska - Lincoln
  Non-Presenting Author

• Kathleen Moritz Rudasill, Virginia Commonwealth University
  Non-Presenting Author

• Angela Gae Hinrichs, University of Nebraska - Lincoln
  Non-Presenting Author