White Privilege, Systemic Inequity, and Influence on Teacher Student Interactions

For my dissertation, I hoped to help fill the gap in research that addresses how a teacher’s racial or cultural awareness might affect her/his praxis. To do so, I empirically investigated how adherence to certain racial ideologies, as well as acknowledgement or denial of systemic inequities and White privilege, might affect teaching praxis. I addressed the following research questions in three separate manuscripts:

1. How is the concept of White privilege addressed in teacher education programs?
2. How do the racial perceptions and ideologies of teachers affect their interactions with minoritized and White students in their classrooms?
3. How do dialogic interviews affect a White teacher who adheres to a colorblind racial ideology in relation to her willingness to develop racially-conscious equitable teaching praxes?