Perceptions of Professional Development Impact: White Educators' Racial Identity Development and Antiracist Practice

• In Event: Uplifting Antiracist Teaching and Decentering Whiteness

Abstract

The limited success of US schools in meliorating inequitable outcomes for students of color and the expanding gap between student racial demographics and a predominantly white educator workforce demand expanded critical inquiry & methodology. This study contributes to those gaps with a conceptual framework designed as a white anti-racist educator identity and practice development model. An explanatory sequential mixed-methods study, with an emphasis on qualitative inquiry & comparative case study sought to investigate how white educators in predominately white districts who self-identified as engaging in anti-racist education, perceived anti-racist professional development impact, if at all, on their a) white racial identity development b) understanding of racism and the white racial frame, and c) practice toward an anti-racist stance.

Author

• Sherri S. Cyra, University of Wisconsin - Madison
  Presenting Author