Pedagogical Approaches to Identity Development... Where Do We Begin? / Regina LaTrise Nixon.

Format:

Book

Thesis/Dissertation

Author/Creator:

Nixon, Regina LaTrise, author.

Contributor:

University of Pennsylvania. Educational Leadership, degree granting institution.

Language:

English

Subjects (All):

Educational leadership.

Gender studies.

Educational Leadership--Penn dissertations.

Penn dissertations--Educational Leadership.

Local Subjects:

Educational leadership.

Gender studies.

Educational Leadership--Penn dissertations.

Penn dissertations--Educational Leadership.

Physical Description:

1 online resource (89 pages)

Distribution:

Ann Arbor : ProQuest Dissertations & Theses, 2020

Contained In:

Dissertations Abstracts International 84-04A.

Place of Publication:

[Philadelphia, Pennsylvania] : University of Pennsylvania, 2022.

Language Note:

English

Summary:

As I reflect on my work as an educator, who I am and how I identify is infused into my philosophy, how I practice, and my impact on others. In recognizing the significance of an environment on identity development, this qualitative study explored how teachers discuss pedagogical approaches in regards to supporting racial and gender identity development in their classroom. Utilizing a practitioner research approach, I explored this topic through a survey, and inquiry group. The goal of the study was to gather information on how teachers are discussing and engaging with resources regarding racial and gender identity development within an independent all-girls middle school who serves students grades four through eight. Within environments, where students of color are in the minority, I sought to learn more about how teachers discuss topics of race and gender identity development in such a critical time of development for young students. The chapters begin with an introduction and background, followed by a review of literature related to intersectionality and identity development. The findings chapters explore the critical importance of individual teacher identity development and the classroom experience related to pedagogy and curriculum in the classroom.

Notes:

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Advisors: Thomas, Ebony; Committee members: Jacobs, Charlotte; Flack, Adrianne.

Department: Educational Leadership.

Ed.D. University of Pennsylvania 2020.

Local Notes:

School code: 0175

ISBN:

9798352910740

Access Restriction:

Restricted for use by site license.