Date of Award
2002
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
This qualitative research study was intended to examine white teachers' reactions to the challenge of using transformative multiculturalEducation practices within predominately white classrooms in predominately white communities. Two research questions were addressed: (1) What are the personal constructs of teachers regarding their Whiteness? (2) How do constructs of Whiteness influence multiculturalEducation in a predominately white classroom? The researcher designed and implemented a training course for white teachers in predominately white environments. Sixteen early childhood professionals voluntarily participated in the course. As participants moved through the training course, data were collected from participant journals, transcripts of both training sessions and correspondences between the researcher and participants, and two observation periods in each participant's classroom. The researcher followed the Constant Comparative Model of data analysis. As data were gathered, analysis occurred simultaneously. The interplay between Whiteness and Midwestern culture was found to be the core concept of the study, which influenced every aspect of the research. Supplemental categories were also generated which addressed significant struggles faced by the participants when attempting to use transformative multiculturalEducation practices in the predominately white classroom. Past research has shown that white teachers must first understand their race if they are to understand multiculturalism. However, the basic tenant of Whiteness is that it is rooted in privilege and inequity, a paradigm that sharply challenges the Midwestern ideology of niceness, politeness and a commitment to fairness. This disconnection between racial discourse and prevailing Midwestern culture formed the basis of the findings of the study. This researcher found that when issues relating to Whiteness and to the use of transformative multiculturalEducation practices in predominately white classrooms were approached with an eye toward framing instruction within Midwest ideology, participants were much more willing to engage in both personal introspection and an examination ofEducational resources.
Recommended Citation
Meadows, Michelle (Mikki), "White Teachers, White Children, White Schools: Multiculturalism In Geographically Homogeneous Communities" (2002). All-Inclusive List of Electronic Theses and Dissertations. 1118.
https://scholars.indianastate.edu/etds/1118