dc.contributor.author	Payne, Autumn
dc.coverage.spatial	Southern states	en_US
dc.date.accessioned	2025-05-01T19:11:34Z
dc.date.available	2025-05-01T19:11:34Z
dc.date.issued	2025-04-17
dc.identifier.other	3d72eb0c-4fd3-452a-9d98-23348616e6f9	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7409
dc.description.abstract	This paper presents the experiences of six White women who teach English in Southern states with active book bans. I conducted a series of three interviews with each participant in which I followed an interview guide focused on the principles of narrative inquiry, constructed a timeline of each participant’s life to ensure accuracy, and created life story narratives by applying narrative smoothing to interview transcripts. I coded the data using the in vivo, emotion, values, process, and concept coding methods, which led to categorizing and connecting the data to form three major themes: 1) Unique experiences and phases in life opened participants’ eyes to race and/or culture as influential, important constructs in the world and made them aware that biases, both their own and others’, are detrimental to BIPOC and LGBTQIA+ lives; 2) By understanding the need for minority students to feel represented in the classroom, these English teachers intentionally chose multicultural texts that embraced the cultures of all students; and 3) When teachers used their privilege to advocate for minority students to feel represented and appreciated through multicultural literature, they not only confronted their own fears but those of others as well. The findings of this study suggest the impact of past experiences on teachers’ curricular decisions, the significance of representation through classroom literature, and the courage necessary to teach multicultural literature in a climate of censorship.	en_US
dc.format.extent	1 electronic record. PDF/A document, 317 pages, 3752482 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	English literature	en_US
dc.subject	Education	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Censorship	en_US
dc.subject	Narrative inquiry (Research method)	en_US
dc.subject	Women teachers	en_US
dc.subject	Multiculturalism in literature	en_US
dc.title	Telling Their Stories: White Women Educators Teaching Multicultural Literature	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Education	en_US
dc.description.advisor	Droulliard, Colette
dc.description.committee	Schmertzing, Richard
dc.description.committee	Schmertzing, Lorraine
dc.description.degree	Ed.D.	en_US
dc.description.major	Curriculum, Leadership & Technology	en_US