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A phenomenological exploration of Black educators' risk-taking experiences in the public K-12 classroom and school / Serrano Legrand.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Legrand, Serrano, author.
- Language:
- English
- Subjects (All):
- Educational leadership.
- Black studies.
- Educational leadership--Penn dissertations.
- Penn dissertations--Educational leadership.
- Local Subjects:
- Educational leadership.
- Black studies.
- Educational leadership--Penn dissertations.
- Penn dissertations--Educational leadership.
- Physical Description:
- 1 online resource (308 pages)
- Contained In:
- Dissertations Abstracts International 83-08A.
- Place of Publication:
- [Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2021.
- Language Note:
- English
- System Details:
- Mode of access: World Wide Web.
- Summary:
- Research demonstrates the significant impact that Black educators have in the classroom on students across all racial demographics. Despite this, Black teacher retention is often lower than for their white counterparts. While there is extant literature that addresses the issues of why Black teachers leave, there is a need for more research that centers the perspectives and experiences of why veteran Black educators remain in the classroom. Found within this group of teachers are those who have willfully taken on potential risks, in service of their students' achievement and their commitment to educational justice. This phenomenological study of 16 Black educators is grounded in Critical Race theory and employs surveys and interviews as primary data sources to examine and analyze the ways in which Black educators engage in and derive meaning from "risk taking" in their respective classrooms and schools. The findings suggest that school-based definitions for risk-taking require a critical lens in how such behaviors and actions are promoted, encouraged and enacted within classrooms. This study has implications on the ways that individual teacher characteristics and socio-cultural factors influence teacher decisions and practices.
- Notes:
- Source: Dissertations Abstracts International, Volume: 83-08, Section: A.
- Advisors: Quinn, Rand; Committee members: Brockenbrough, Edward; Remillard, Janine; Golden, Michael .
- Department: Educational Leadership.
- Ed.D. University of Pennsylvania 2021.
- Local Notes:
- School code: 0175
- ISBN:
- 9798780624677
- Access Restriction:
- Restricted for use by site license.
- This item must not be sold to any third party vendors.
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