Racial Optics and its Influence on Teacher Curricular Decision-Making in Secondary Social Studies

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dc.contributorWilson, Elizabeth
dc.contributorChandler, Prentice
dc.contributorEdwards, Laura
dc.contributorMatherson, Lisa
dc.contributorHodges, Tracey
dc.contributor.advisorCallahan, Cory
dc.contributor.authorJohnson, Julie Kristin
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2023-01-27
dc.date.available2023-01-27
dc.date.issued2022
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractSocial studies teachers represent various political, racial, and ideological perspectives. It remains unclear how social studies teachers choose curricula and balance the racial representation they present and the implications for students' racial lenses and understanding of race in the past and present. This qualitative study will have an impact on scholars as it will contribute to the existing data on the impact of teachers' race, racial lenses and perspectives, and racial pedagogical content knowledge on their curricular choices. The data collection for this study includes three extensive critical phenomenological interviews with nine participants, each reflecting on their biographical information, personal and professional experiences, reflections of their racial lens via journaling, and a document analysis of their curricula. Additionally, a survey of 6th-12th grade social studies teachers was distributed nationwide to collect data supporting the research on teachers' racial perspectives and their curricular decision-making. The findings indicate that while most secondary social studies teachers have progressive or antiracist racial optics, they often do not convey this mentality and positionality in their curricular choices, due to a variety of reasons. Scholars could use the data from this study to examine the influences of race consciousness on social studies classrooms and understand its impact on curricular decision-making as well as the long-term effects on the development and perception of America's narrative.en_US
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otherhttp://purl.lib.ua.edu/186747
dc.identifier.otheru0015_0000001_0004571
dc.identifier.otherJohnson_alatus_0004D_15055
dc.identifier.urihttps://ir.ua.edu/handle/123456789/9859
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectantiracist
dc.subjectcritical whiteness
dc.subjectcurricular decision making
dc.subjectphenomenological interview
dc.subjectsecondary social studies
dc.subjectwhite social studies
dc.titleRacial Optics and its Influence on Teacher Curricular Decision-Making in Secondary Social Studiesen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Curriculum and Instruction
etdms.degree.disciplineSocial sciences education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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