Professional Development for Providing Time and Opportunities for Change in U.S. Teachers’ Ethnic-Racial Identity
Bibliographic Data
| ID | 7296392 |
|---|---|
| Authors | Michael R Sladek (0000-0003-1697-438X, University of Oklahoma, corresponding author), Adriana J Umaña‐taylor (0000-0002-8618-0115, Harvard University), H A Neville (0000-0001-8053-0519, University of Illinois Urbana-Champaign), Ashley Ison (0000-0003-0989-5720, San Francisco State University), Stefanie Martinez‐fuente (0000-0002-4271-8155, Arizona State University), Pamela Mason (0000-0001-5795-2668, Harvard University), Yerin Park (0000-0001-6393-9232, Northwestern University), M Dalal Safa (0000-0001-6406-0289, University of North Carolina at Chapel Hill), Megan Satterthwaite-Freiman (0000-0002-6359-8471, Harvard University), Eric Soto‐shed (0009-0000-8166-0016, Harvard University), Eric Soto-Shed, Kristia A Wantchekon (0000-0002-9967-9791, Georgetown University) |
| Year | 2024 |
| Volume | 24 |
| Issue | 4 |
| Pages | 331-352 |
| Publication date | 2024-06-27 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Identity (JOURNAL) |
| Journal identifiers | ISSN: 1528-3488 • E-ISSN: 1532-706X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15283488.2024.2366892 |
| OpenAlex | W4400096094 |
| Language | EN |
| Citations received | 7 |
| References cited | 32 |
The purpose of this qualitative study was to describe teachers' perceptions of changes in their ethnic-racial identity after completing professional development designed to support facilitation of a school-based ethnic-racial identity student curriculum – the Identity Project. We analyzed interview data from 11 U.S. high school educators (four Teachers of Color; seven White Teachers) who completed 32 training hours and post-program individual interviews to reflect on the impact of the program on their ethnic-racial identity. Based on reflexive thematic analysis, we found that the program influenced teachers' ethnic-racial identity by offering them time and opportunities for change through guided self-reflection. This included participating in all aspects of the Identity Project that is designed for students and learning from and sharing with colleagues. The program (a) served as a reminder reinforcing prior learning about one's ethnic-racial identity, (b) leveraged unique benefits of reflecting in community about issues of ethnicity, race, and identity, and (c) activated curiosity to learn more about one's ethnic-racial identity and its connections with supporting students. Nevertheless, there was teacher-specific variation in these findings that illustrated nuanced experiences. Our findings illuminate paths forward for fostering teachers' ongoing ethnic-racial identity development in the service of promoting students' learning and well-being
Ethnic group · Identity (music · Physics · Sociology · Anthropology · Critical Race Theory in Education · Gender Studies · Psychology · Racial and Ethnic Identity Research · Social Psychology · Teacher Education and Leadership Studies
Exploring changes in high school teachers' culturally sustaining pedagogy after training for and implementing an ethnic-racial identity curriculum
“We got to know each other better and talked more about stuff we usually kind of do not talk about.” A qualitative study of the acceptability of the Norwegian version of the Identity Project
Teachers’ Job Commitment Matters! Longitudinal Evidence on the Role of Identity Facets in Facilitating Classroom Cultural Diversity Climate
The Challenges of Engaging in Conversations and Activities Focused on Race, Ethnicity, and Identity in the Classroom
The Importance of Ethnic-Racialized Identities to Becoming and Being Culturally Responsive and Equity Minded Educators
Unveiling the Unspoken Stories and Experiences of Pre-Service and In-Service Teachers About Ethnic/Racial Issues
Equipping Educators for Equity Through Ethnic‐Racial Identity Curriculum
Transcription Quality
Who believes in me? The effect of student–teacher demographic match on teacher expectations
Culturally Sustaining Pedagogies and Our Futures
The Effect of Teacher–Child Race/Ethnicity Matching and Classroom Diversity on Children's Socioemotional and Academic Skills
Conceptual and design thinking for thematic analysis
Race-Visible Teacher Education
Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology
Development of a Mixed Methods Investigation of Process and Outcomes of Community-Based Participatory Research
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Unpacking internalized racism
Learning to see
Teachers’ Implementation of the Identity Project Is Associated With Increases in U.S. High School Students’ Ethnic-Racial Identity Exploration
Moderating the association between discrimination and adjustment
Culturally Sustaining Pedagogy
Black Educators’ Racial Identity Attitudes and Culturally Relevant Pedagogy
I’m a Teacher, I’m Gonna Always Protect You”
Contextual Moderators of a School-Based Ethnic-Racial Identity Intervention
A Universal Intervention Program Increases Ethnic-Racial Identity Exploration and Resolution to Predict Adolescent Psychosocial Functioning One Year Later
A Lifespan Model of Ethnic-Racial Identity
A Small-Scale Randomized Efficacy Trial of the Identity Project
Ethnic-racial identity in Europe
Using thematic analysis in psychology
Toward a Theory of Culturally Relevant Pedagogy
Multidimensional Model of Racial Identity
Ethnic and Racial Identity During Adolescence and Into Young Adulthood
Sustaining Bilingual-Biliterate Identities
Does Culturally Relevant Teaching Work? An Examination From Student Perspectives
| Unique citing works | 7 |
|---|---|
| Citations per year | 3,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |