Unearthing Blackness: A Case Study of Highly Effective Black Teachers in an Urban Charter School Crystal D Lane

Format:

Book

Thesis/Dissertation

Author/Creator:

Lane, Crystal D., author.

Contributor:

University of Pennsylvania. Educational and Organizational Leadership., degree granting institution.

Language:

English

Subjects (All):

Education.

African American studies.

Teacher education.

0515.

0296.

0530.

Local Subjects:

Education.

African American studies.

Teacher education.

0515.

0296.

0530.

Physical Description:

1 electronic resource (254 pages)

Contained In:

Dissertations Abstracts International 86-09A

Place of Publication:

Ann Arbor : ProQuest Dissertations and Theses, 2024

Language Note:

English

Summary:

This dissertation illuminates the critical role of Black teachers in driving academic achievement and social-emotional growth for Black and Brown students. Focused on six highly effective Black middle school teachers within an urban charter school network, the study delves into their culturally responsive mindsets, techniques, and practices. Through qualitative methods of observations and interviews, this study investigates the following questions: How do highly effective Black teachers at a New York City Urban Charter School impact student academic achievement and social-emotional competencies? In what ways do these teachers implement culturally responsive mindsets, techniques, and practices? How does their Blackness contribute to their effectiveness?The findings of this research unveil profound insights into the culturally responsive mindsets, techniques, and practices of highly effective Black teachers. Ultimately revealing that these teachers embody culturally responsive practices by ensuring students can access rigorous academic content regardless of their proficiency level, designing lessons that require students to productively struggle alongside their peers and taking on a warm-demanding stance that internalizes discipline as an expression of love. Furthermore, this study unpacks the role of each participants' Black identity in driving their effectiveness, introducing a new framework that elucidates the nuanced ways Blackness serves as a catalyst for student achievement and social-emotional growth in the classroom. Within this framework Blackness serves as the bedrock for the extraordinary student outcomes in academic achievement and social-emotional growth with Love emerging as a foundational construct that permeates the key concepts of Collectivism, Affirmations, Resilience, and Excellence that were evident in each teacher's mindset and practices.This framework contributes significantly to the field of education as it positions a teacher's Blackness as the pivotal driver of their effectiveness. It underscores the irreplaceable impact that only Black teachers can have on our nation's most vulnerable Black and Brown youth and invites educational leaders, researchers, and policymakers to strategically prioritize the recruitment, retention, and professional development of Black teachers

Notes:

Source: Dissertations Abstracts International, Volume: 86-09, Section: A.

Advisors: Stevenson, Howard C. Committee members: Jacobs, Charlotte E.; Grant, Christina

Ed.D. University of Pennsylvania 2024

Local Notes:

School code: 0175

ISBN:

9798308165309

Access Restriction:

Restricted for use by site license