dc.contributor.author	Lewis, Maura A.
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2022-05-03T14:52:47Z
dc.date.available	2022-05-03T14:52:47Z
dc.date.issued	2022
dc.identifier.other	A5ED9A7F-9E99-79A9-49EA-F7438D3AD953	en_US
dc.identifier.uri	https://hdl.handle.net/10428/5403
dc.description.abstract	In his now famous protest The Souls of Black Folk, W. E. B. Du Bois (1903) predicted the 21st century as one fraught with many of the same racial inequities and perils previously seen in American history. As with most social diseases, racism has not been eradicated but rather spread and is still infesting many of our social institutions, especially our educational system (Coates, 2015; Yosso, 2006). The purpose of this basic interpretive qualitative study is to examine “best-practices” and identify strategies commonly employed by effective White teachers of Black students; the research examines the nexus of inequality in education, the achievement gap, and teachers’ influence in multicultural classrooms. Six, White secondary school teachers participated in this study by sharing their educational beliefs and experiences within a rural, southern town through one 90-120 minute face-to-face individual interview with iterative questioning. Data obtained from the interviews was analyzed using a three phase approach where three common themes were ascertained. Critical Race Theory and Community Cultural Wealth Theory were used as theoretical foundations for this study. Results revealed effective White teachers of Black students must build relationships with Students of Color in order to earn their trust; this results in students doing better in the teacher’s class and building lasting relationships which effect the student’s capital (Aspirational, Familial, Social, Navigational and Resistant). Three major themes emerged from the data: Building Relationships: When They Know You Care, Black v. Poor: Socioeconomic Status and Race and Everybody is Family: Life in a Small Town. Keywords: white teachers; black students; education; qualitative study; effective teachers; small community;	en_US
dc.description.tableofcontents	Chapter I INTRODUCTION 1 -- Personal Interest 3 -- Statement of the Problem 4 -- Purpose of the Study 5 -- Significance of the Study 7 -- Conceptual Framework 8 -- Critical Race Theory 8 -- Community Cultural Wealth Theory 9 -- Research Design 13 -- Research Questions 13 -- Methods of Analysis 13 -- Definition of Terms 14 -- Summary 16 -- Chapter II REVIEW OF LITERATURE 17 -- A History of Inequality in Education 17 -- Achievement Gap 20 -- Teachers’ Influence in Multicultural Classrooms 22 -- Theoretical Frameworks 25 -- Summary 27 -- Chapter III METHODOLOGY 29 -- Research Design 30 -- Research Questions 30 -- Setting 31 -- Participants 34 -- Data Collection 36 -- Consent to Participate in Study 37 -- Interview Process 37 -- Pre-Interview Questionnaire & Document Review 39 -- Interviews 39 -- Participant Confidentiality and Data Security 41 -- Data Processing and Analysis 41 -- Interview Questions/Protocols 43 -- Approval to Conduct Study 44 -- Validity and Trustworthiness 45 -- Memos 45 -- Respondent Validation 46 -- Triangulation 46 -- Iterative Questioning 47 -- Peer Debriefing 47 -- Tactics to Ensure Honesty 47 -- Collecting Rich Data 48 -- Researcher-Interviewer 48 -- Summary 53 -- Chapter IV RESULTS 54 -- Data Analysis and Findings 54 -- Profiles of Participants 55 -- Themes from Research Question 1 65 -- Influenced by a Teacher 78 -- Everybody is Family 79 -- Honors v. “Regular” 80 -- Black v. Poor 81 -- Around Black People My Whole Life 82 -- There’s a Bigger Picture Here: Experiences that Shaped Me as a Teacher 82 -- Challenges 83 -- Themes from Research Question 2 84 -- Building Relationships: When They Know You Care 96 -- Earn Trust-Don’t Force It 97 -- Be Willing to Try 98 -- Always Be Coaching/Christian Beliefs 98 -- Hey, How Are You Doing 99 -- Just Teach 99 -- Summary 99 -- Chapter V DISCUSSION AND CONCLUSIONS 102 -- Overview 102 -- Discussion 105 -- Building Relationships: When Students Know You Care 109 -- Black v. Poor: Socioeconomic Status and Race 111 -- Everybody is Family: Life in a Small Town 114 -- Summary 116 -- Limitations 117 -- Conclusions 118 -- Recommendations 120 -- Recommendations for Future Research 123 -- REFERENCES 124 -- APPENDICES 130	en_US
dc.format.extent	1 electronic document and derivatives, 164 pages. 932340 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	African American students	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education	en_US
dc.subject	High schools	en_US
dc.subject	Qualitative research	en_US
dc.subject	Teachers	en_US
dc.title	Is it Really Just Black and White? A Basic Interpretive Qualitative Study of Effective White Teachers of Black Students in a Small, Southern Community	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, and Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Hull, Karla
dc.description.committee	Warner, Kate
dc.description.committee	Laughlin, Martha
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US