Date of Award
9-6-2024
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
First Advisor
tavis jules
Abstract
The purpose of this study is to examine how Black women teachers (BWTs) experience secondary traumatic stress (STS), how it manifests for them, and the tools and resources they use to navigate that stress. Using the theoretical lens of Black Feminist Thought (BFT), the lived experiences of BWTs who observe (witness) the multiple layers of trauma that the children, families, and communities they serve experience are analyzed. The theoretical lens of BFT will be utilized to empower BWTs to disengage from the white heterosexual "norm" and de-compartmentalize their pain and trauma, contributing to healing and social justice in educational spaces. This study combines interviews and Sista circle focus groups with BWTs from urban public schools to gain a deeper understanding of the experiences BWTs have with STS. The findings from the study showed that 20 out of 23 BWTs suffer from STS through community, collective, and racial trauma. The study also revealed that BWTs are teaching while traumatized and, as a result, have a difficult time navigating STS.
Recommended Citation
Garrett, Jessica, "Secondary Traumatic Stress through the Lived Experiences of Black Women Teachers" (2024). Dissertations. 4138.
https://ecommons.luc.edu/luc_diss/4138
