White Ignorance: An Investigation Into Teacher Whiteness in the South

• In Event: Youth Voices and Experiences on Civic Education, After-School Program, Teacher Whiteness, and Classroom Learning

Abstract

The prevalence of whiteness is not isolated but fundamentally ingrained in education. Using an investigative mixed-methods approach, this study addressed educator whiteness at a high school in the South. Treatment participants were assigned reading from a social justice text that was then discussed. Constructs such as white supremacy, racism, and culturally relevant pedagogy were addressed by the all-white female teachers.
The framework that guided the research were critical race theory and whiteness studies. Results showed a statistically significant change in participant awareness of white privilege on the Color-Blind Racial Attitude Survey. Qualitative data addressed additional research questions and supported quantitative results. Treatment participants indicated change in culturally relevant pedagogy with most participants continuing their learning after the study had completed.

Author

• Katie Brasche
  Presenting Author