Date of Award
10-16-2023
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
First Advisor
Kate Phillippo
Abstract
Attempting to mitigate the pervasive and racialized academic and discipline gaps, researchers and scholars have extensively explored how to more effectively educate BIPOC students. Despite the proliferation of scholarship of this nature, there is a dearth of research conducted by in-service White educators working to promote racial equity in their classrooms. Addressing this, I conducted a critical autoethnography analyzing my efforts to promote racial equity in my classroom learning environment. Based on my analysis, which was conducted over approximately six months, my findings revealed that critical Whiteness studies was useful for revealing, critiquing, and confronting the Whiteness in my professional practice; how this process resulted in the creation of my own personal barriers; how I sought to overcome those barriers; how I monitored my development via a growth spectrum; and how curiosity and power played central roles in my efforts to promote racial equity. Further, findings revealed that my efforts to promote racial equity included navigating the realities, challenges, and barriers within contemporary schooling. These findings have profound implications for educators, researchers, theorists, policymakers, and more as they seek to more effectively educate BIPOC students.
Recommended Citation
Del Dotto, B. Jacob, "Raising the B A.R.: Becoming an Anti-Racist Educator Via Critical Reflection: Using Critical Whiteness Studies in Pursuit of Racial Equity in A White Teacher’s Classroom" (2023). Dissertations. 4046.
https://ecommons.luc.edu/luc_diss/4046
