EXPLORING THE EVOLUTION OF FIRST-YEAR EDUCATORS’ DISPOSITIONS

TOWARD DIVERSE STUDENTS AND PERCEPTIONS OF PERFORMANCE AS

CULTURALLY RESPONSIVE EDUCATORS:

A PORTRAITURE CASE STUDY

by

HOLLY A. SANDLER

B.A., University of Florida, 1983

M.S., Pace University, 1995

M.A., New York Institute of Technology, 2001

A dissertation submitted to the Graduate Faculty of the

University of Colorado Colorado Springs

in partial fulfillment of the

requirements for the degree of

Doctor of Philosophy

Department of Leadership, Research, and Foundations

2020

© 2020

HOLLY A. SANDLER

ALL RIGHTS RESERVED

This dissertation for the Doctor of Philosophy degree by

Holly A. Sandler

has been approved for the

Department of Leadership, Research, and Foundations

by

Robert Mitchell, Chair

Sylvia Mendez

Andrea Bingham

Patricia Witkowsky

Leslie Grant

Date July 13, 2020

ii Sandler, Holly A. (Ph.D., Educational Leadership, Research, and Policy)

Exploring the Evolution of First-year Educators’ Dispositions Towards Diverse Students and Perceptions of Performance as Culturally Responsive Educators: A Portraiture Case

Study

Dissertation directed by Assistant Professor Robert Mitchell

ABSTRACT

As we enter the year 2020 the plurality of races and ethnicities within the United

States is reflected in the students attending our nation’s public schools. For the first time in American history the majority of students attending the nation’s public schools are students of color. The multiplicity of races and ethnicities of the nation’s students, however, is not mirrored in the demographics of public-school teachers who remain 77%

White and 80% female. Researchers have found the absence of parity in student-teacher demographic problematic since a large number of White adults, teachers among them, are reported to accept negative racial stereotypes as truth. Teachers possessing negative dispositions toward students of color, and students from lower socioeconomic backgrounds, often view these students as problematic and deficient resulting in diminished expectations. Teachers continued adherence to the colorblindness approach impedes their ability to perform as culturally responsive educators thus contributing to the continuance of the historic achievement gap and behavior referrals existing between

Black and Hispanic students and their White peers. While educator preparation programs have implemented curricula aimed at mitigating these negative dispositions little research measuring the success of such efforts after a graduate enters the classroom exists. In this research, portraiture, a genre of inquiry, is embedded into a qualitative cross-case study to

iii capture the richness and complexity of the lived human experience of elementary educators as they navigate their first-year as teachers of diverse learners. Individual portraits in conjunction with a cross-case analysis reveal the themes across participants.

The themes of parental influence in early childhood and peer influence during adolescence were found to impact formation and subsequent transformation of participant’ dispositions while the impact of University coursework on CRE development, opportunities to engage in transformational experiences during educator preparation programs, and district administrative focus on diversity were notably absent.

The information gleaned from this study informs practices of educator preparation programs and furnishes school administrators with needed information on first-year teacher’ dispositions of diverse learners and their negative perceptions of performance as culturally responsive educators.

iv ACKNOWLEDGEMENTS

I want to thank my committee members Robert Mitchell, Sylvia Mendez, Andrea Bingham, Patricia Witkowsky, and Leslie Grant who shared their knowledge, feedback and support during this process. I also want to thank my five participants for sharing their lived experiences honestly and authentically.

Further, this work would not have been possible without the support of my family and friends who encouraged, listened to and motivated me. I particularly want to acknowledge my dear friend Rhonda who inspired me to take that first critical step to begin, my sisters, Debra and Karen, for their editorial comments and positive feedback throughout the journey, and my children, Samantha and Ryan, for their unending love and belief in me. Thank you to my mentor Dr. Mary Williams for being brave enough to have those difficult, uncomfortable discussions that resulted in the transformation of my dispositions.

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TABLE OF CONTENTS

CHAPTER

I. INTRODUCTION ...... 1

Purpose of Study ...... 4

Research Questions ...... 5

Theoretical Framework ...... 6

Significance of Study ...... 15

Definitions of Terms ...... 16

II. REVIEW OF THE LITERATURE ...... 20

Historical and Political Background of Diversity Education in America ...... 20

Evolution of Diversity Education in America ...... 23

Educational Progress of Diverse Students ...... 25

Diversity Education Programs for Preservice Teachers ...... 28

Prevailing Dispositions of Educators Toward Diverse Students ...... 32

Elementary Educators: Practices in Diversity Education ...... 36

First-year Teachers: The Induction Phase...... 39

Need for Research ...... 42

III. METHOD ...... 45

Approach to Inquiry ...... 45

Research Setting ...... 49

Research Sample ...... 52

Data Collection ...... 53

Data Analysis ...... 59

vi Trustworthiness ...... 70

Positionality Statement ...... 72

Limitations ...... 78

IV. PARTICIPANT PORTRAITS AND COMPOSITE ...... 80

Portrait of Elisia ...... 82

Portrait of Stacey...... 98

Portrait of Lauren …...... …110

Portrait of Emily ...... 124

Portrait of Chris ...... 136

Composite Portrait ...... 148

Themes Across Portraits ...... 151

Theme 1: Parental Influence on Participant’s Dispositions ...... 152

Theme 2: Influence of Elementary Educators on Dispositions ...... 153

Theme 3: Peer Influence Leading to Personal Transformation ...... 155

Theme 4: Opportunities to Engage in Transformational Experiences ...... 157

Theme 5: Impact of University Coursework on CRE Development ...... 159

Theme 6: Lack of Administrative Focus on Diversity ...... 161

Theme 7: Participants Desire to Become Culturally Responsive ...... 163

COVID-19 ...... 164

V. CROSS-CASE ANALYSIS, IMPLICATIONS, RECOMMENDATIONS, AND CONCLUSION ...... 168

Discussion ...... 171

Question 1: What lived experiences have contributed to the formation of first-year elementary educators’ dispositions toward diverse learners? ...... 172

vii Question 2: What lived and current experiences, resulted in the transformation, both positive and negative, of first-year elementary educators’ dispositions toward diverse learners? ...... 173

Question 3: What are first-year elementary educators’ perceptions of their performance as culturally responsive teachers? ...... 176

Implications and Recommendations ...... 178

Future Research ...... 194

Conclusion ...... 195

REFERENCES ...... 198

APPENDICES ...... 215

A. Interview Protocols ...... 215

B. Journal Prompts ...... 220

C. Artwork Guide ...... 221

D. IRB Approval ...... 222

E. Code Book ...... 223

viii LIST OF TABLES

TABLE

1. Alignment of Data Sources ...... 54

2. Demographic Backgrounds of Participants ...... 82

3. Theme 1: Parental Influence on Dispositions ...... 153

4. Theme 2: Influence of Elementary Educators on Dispositions ...... 155

5. Theme 3: Peer Influence Leading to Personal Transformation ...... 157

6. Theme 4: Opportunities to Engage in Transformational Experiences ...... 159

7. Theme 5: Minimal Impact of University Coursework on CRE Practices ...... 160

8. Theme 6: Lack of Administrative Focus on Diversity ...... 162

9. Theme 7: Participants Desire to Become Culturally Responsive Educators ...... 163

10. Cross-Case Analysis Themes ...... 170

ix LIST OF FIGURES

FIGURE

1. Conceptual Framework ...... 14

2. Portraiture Components of the Aesthetic Whole ...... 60

3. Elisia’s Artwork ...... 86

4. Stacey’s Artwork ...... 101

5. Lauren’s Artwork ...... 116

6. Emily’s Artwork ...... 132

7. Chris’s Artwork ...... 141

x

CHAPTER I

INTRODUCTION

An educator’s ability to positively impact a child’s learning is significantly correlated to the perceptions and dispositions the teacher holds about the child (Banks,

2010; Brown, 2004; Gay, 1994; Sleeter & Grant, 2011). Teachers’ dispositions inform their classroom culture and pedagogical practices (Banks, 2010; Brown, 2004; Gay,

1994; Ladson-Billings, 1995; Murrell et al., 2010). Educators’ negative dispositions toward diverse students are frequently manifested in low expectations for students, inappropriate remediations, harsh discipline, and placing blame for academic and behavioral problems on a students’ home environment (Banks, 2004; Gay, 2010; Ladson-

Billings, 1995; Sleeter, 2001). Zirkel (2005) argues that progress in improving educational equity is only possible through focused efforts on transforming negative racial and ethnic dispositions held by educators. These negative dispositions obstruct the academic performance of diverse students, impede the creation of a productive classroom climate, and create damaging student–teacher relationships (Banks, 2010; Gay, 2010;

Howard, 2016; Ladson-Billings, 1995; Sleeter, 2001; Zirkel, 2005). Diverse students’ academic achievement and social emotional growth is positively correlated to a teachers’ ability to employ culturally responsive instructional strategies, which include holding positive dispositions and expectations for all students (Knapp et al., 1995; Ladson-

Billings, 1994).

Commonly held teacher dispositions often characterize groups of students based on unexamined biases. Research reveals that Black and Latinx students often receive lower teacher evaluations than their White and Asian counterparts in a number of areas,

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including academic ability and achievement (Irizarry, 2015). Contrary to the lived educational experience of Black and Latinx students, Asian Americans are often referred to as the “model minority” (Lee, 2017). While teachers’ perceptions of Asian students as industrious, smart, and successful may advantage Asian students in some ways, it often prevents Asian students from being seen as individuals and produces negative consequences for students who fail to live up to the standards of the stereotype (Lee,

2017). In addition, the concept of a “model minority” devalues and masks issues facing

Black and Latinx students (Lee, 2017).

Presently, 50% of public-school students in the United States are students of diverse ethnic and racial backgrounds. This change in student landscape, however, is not mirrored in current, or projected, teacher demographics, which remain above 80% White and 77% female (NCES, 2018; Sleeter, 2017). This uneven shift between student and teacher demographics is of concern for several reasons. Each year since 1972 the General

Social Survey (GSS), a project of the National Opinion Research Center (NORC) at the

University of Chicago, has surveyed over 15,000 adult Americans to determine trending social attitudes, including opinions on race relations, and other areas of diversity. GSS

2018 data analysis reveals that negative racial stereotypes among White adult Americans remain widespread, and most Americans favor limited interventions to close existing economic gaps, blaming societal inequalities on existing cultural differences (GSS,

2018). Specifically, when participants were asked to share their opinions on why Black people have worse jobs, income, and housing than White people over 35% of non-Black

Americans blamed it on lack of will, 8% believed it was due to less inborn ability, 49% believed it had little to do with lack of education, and only 41% thought it was due to

2

discrimination. In the survey 57% of non-Black participants agreed with the statement:

Black people should overcome prejudice like other European minorities without special favors (GSS, 2018).

Negative racial and socioeconomic dispositions held by teachers are a factor in the perpetuation of consistently large achievement gaps between lower socioeconomic populations, students of color, and other marginalized groups and their White, middle class counterparts (Banks, 2010; Howard, 2016; Sleeter, 2001; St. John et al., 2018). In addition to academic achievement, disciplinary actions, such as expulsion, and suspension, have been, and continue to be, disproportionately lodged against students of color and other marginalized groups thus further impacting their future ability to succeed

(Milner & Ford, 2007). Lastly, the inability for districts serving racially and ethnically diverse, lower socioeconomic learners to attract and retain new teachers, has become a crisis in American education (Sleeter, 2017).

Approach to Inquiry

This research embeds portraiture inquiry into a cross-case study methodology to authentically examine first-year teachers’ dispositions toward diverse learners as they begin their career as elementary educators. The use of portraiture, which originated in the field of education, is an effective method of inquiry in educational research. This method of inquiry offers the scientific perspective of the researcher in conjunction with the more anecdotal, impressionistic perspective of the school practitioner, a voice rarely illuminated in more traditional research methodologies (Mueller & Kendall, 1989). The illumination of the practitioner voice in portraiture aims to authentically and artfully capture participant’ voice, actions, visions, and perspectives within multiple contexts.

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This pursuit results in a more thorough and reliable depiction of the phenomenon under study than a traditional approach, and provides a means in which to both inform and inspire (Lawrence-Lightfoot, 1983). Portraiture, a form of naturalistic inquiry, seeks

‘goodness’ as it “attends fully and respectfully to the subject with a focus on the health and strength of that subject, convinced by the claim that the search for goodness in no way precludes a critical eye” (Waterhouse, 2007, p. 278). Emphasizing a holistic approach, the use of portraiture increases reader accessibility as it invites the reader to experience both the essence and substance of participants (Lawrence-Lightfoot & Davis,

1997). The creation of rich participant portraits of the same event provides teachers, administrators, and researchers a new lens in which to consider the phenomenon under study (Chapman, 2007).

The information gleaned from this study serves to inform practices of educator preparation programs and furnish school administrators with needed information on first- year teacher’ dispositions towards diverse learners. There are many existing studies on preservice teachers and teacher preparation programs, however, research related to first- year teachers’ dispositions toward diverse learners and perceptions of their ability to perform as culturally responsive educators, is limited. This study fills this omission.

Purpose of the Study

A teacher’s beliefs and dispositions are crucial predictors of an educator’s ability to deliver competent culturally responsive education (Banks, 2010; Brown, 2004; Gay,

1994; Ladson-Billings, 1995; Leutwyler et al., 2014). This qualitative portraiture study investigates the evolution of dispositions held by first-year teachers in Colorado toward diverse learners and their perception of performance as culturally responsive educators.

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The participants in the study were May 2019 graduates of a traditional educator preparation program, with a Bachelor of Arts in Inclusive Elementary Education. This degree also includes an endorsement in cultural and linguistic diversity education

(CLDE). The focus of this study is to unearth the experiences that have influenced, and continue to impact, first-year teachers’ dispositions toward diverse learners and their perceptions of educating diverse learners. Capturing the complexity and dimensionality of first-year teacher’ dispositions and perceptions is important, as both are predictive indicators of patterns of behavior and can be used to determine the likelihood of future teaching practices (Borko et al., 2007).

Research Questions

This study aims to answer the following research questions:

1. What lived experiences have contributed to the formation of first-year

elementary educators’ dispositions toward diverse learners?

2. What lived and current experiences, resulted in the transformation,

both positive and negative, of first-year elementary educators’

dispositions toward diverse learners?

3. What are first-year elementary educators’ perceptions of their

performance as culturally responsive teachers?

The findings in this study provide a deeper understanding of the formation and transformation of dispositions held toward young diverse learners, and informs practices of both school administrators, and educator preparation programs through the presentation of voices, experiences, and visions of first-year teachers as they navigate entrance into the teaching profession. The theoretical frameworks which undergird my

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research, critical race theory (CRT; as presented by Tate, 1997), culturally relevant education (CRE; Dover, 2013), social constructionism (Burr, 1995), and transformative learning theory (Mezirow, 1991), guide my exploration of first-year teachers educating diverse students. Each of these frameworks are discussed in depth in forthcoming pages.

Theoretical Framework

This study explores the factors of influence on the creation and transformation of existing dispositions and perceptions of performance of first-year teachers as educators of diverse students. The study is framed through four interwoven theoretical perspectives: critical race theory as presented by Tate (1997), social constructionism (Burr, 1995), transformative learning theory (Mezirow, 1991) and culturally relevant education theory

(CRE; Dover, 2013). The theoretical underpinnings of each theoretical perspective are outlined in the subsequent sections followed by a concept map (Figure 1) which highlights the interconnection between the theories in this study.

Critical Race Theory

Critical race theory (CRT) originates from the field of law, and is a conduit in which to analyze the dynamics of race and racism in American society. Developed in the mid-1970s by legal scholars Bell, Delgado, Matsuda, and Crenshaw, CRT originally focused on the shortcomings of critical legal studies (CLS) in addressing the legal system’s perpetuation of racism (Bergerson, 2003). At the core of CRT is the presupposition that racism exists and is inherent in all aspects of US society (Delgado &

Stefancic, 1997). The aim of CRT is to understand the origins of racism in an effort to reduce the impact, level, and detrimental effects related to racism within the United

States. Understanding the nature of racism is predicated on an analysis of how racism is

6

created and maintained through a system of norms rooted in the majority (White) culture

(Blaisdale, 2005). This proposed research looks to utilize the tenets of CRT as an overarching, foundational component within this study.

The theory was created by people of color to better understand their experiences and to revolutionize the current system, and as a White researcher CRT offers valuable tools for exploring the dispositions and beliefs of White educators (Blaisdell, 2005). In using CRT, there is a need for me to remain vigilant in the awareness of White privilege, including the acknowledgment of individual complicitness in historical racism. The use of the CRT in research with White participants, particularly in their role as educators of diverse learners, is appropriate as Whiteness is a race that is distinct in that it provides the privilege to not think about race (Bergerson, 2003). Grillo and Wildman (1997) state,

“This privilege allows Whites to ignore race, even though they have one, except when they perceive race as intruding upon their lives” (p. 623). Critical race theory can help researchers expose how existing guidelines and policies may be rooted in, and are perpetuating White privilege (Blaisdale, 2005). This is a foundational component, as this research explores White teachers’ perceptions of diverse learners in the hope of effecting future guidelines and policies.

Critical race theory contains three prominent tenets. The first is the centering of race and racism (Ladson-Billings, 1998). Making racism the center of discussion alleviates the need to verify its existence in American society. In addition, centering racism acknowledges that people of color still experience racism on an individual, structural, and institutional level (Bergerson, 2003). A second tenet of CRT is the accepted failure of neutrality, merit, and color blindness arguments. Neutrality, perceived

7

through White norms, ignores that society views Whiteness as equivalent to neutrality

(Bergerson, 2003). CRT maintains that the continuation of the belief in merit and color- blindness are in part responsible for the continuation of White dominance and used as an equivalence to social justice (Culp, 1994). Merit, a long held, highly-valued ideal in

American society, has established systems that result in people of color being excluded from opportunities to succeed by the structures of racism (Bergerson, 2003.) A third tenet of the theory includes the importance of experiential knowledge and the recognition that

“knowledge of women and men of color is legitimate, appropriate, and critical to understanding, analyzing, and teaching about racial subordination in the field of education” (Solórzano, 1998, p. 122). This knowledge is often presented in the form of counter stories, narratives used to challenge the dominant version of reality. Counter stories create bonds and represent a shared understanding for those whose experiences have been marginalized (Delgado, 1989).

Social Constructionism

Social constructionism (Burr, 1995) accepts that there is an objective reality and is concerned with how knowledge is constructed and understood. Therefore, it has an epistemological not an ontological perspective (Andrews, 2012). Similar to, and often confused with Social Constructivism, they differ in that social constructionism views the individual as possessing less agency in the control of this construction process and places greater emphasis on social forces, both structural and interactional, in the construction of knowledge and learning (Burr, 2015; Young & Collin, 2004). As such, social constructionism has been applied to studies seeking to challenge oppressive and discriminatory practices such as racism, sexism, and genderism (Burr, 2015).

8

The theoretical approach of social constructionism has its roots in the late 1960s and has since framed studies throughout the disciplines of the social sciences. Though this theory is not attributed to a single source, a major influence is the work of Berger and

Luckmann in the 1960s and the writings of Burr in 1995. The theoretical orientation of social constructionism underpins a variety of approaches in research including discourse analysis, deconstructionism, and poststructuralism (Burr, 1995). This theoretical approach in research embodies the following tenets:

• a critical stance towards taken-for-granted knowledge;

• a belief in historical and cultural specificity, whereby our understanding of the

world is tied to our culture and history;

• the belief that knowledge is sustained by social processes: that people construct

knowledge between them in their daily, social interactions; and

• a belief that knowledge and social action go hand-in-hand: that there are

numerous possible 'social constructions' of the world, and that each social

construction brings with it a different human action (Burr, 1995, p. 3-5).

Social constructionism maintains that people's identities are constructed through multiple components or ’threads', such as age, class, ethnicity, and gender. A person’s identity formed through the amalgamation of these “threads” which also contain the coding for an individual’s beliefs of what can and should be done in society (Burr, 1995).

Social constructionism is further clarified by Shotter (1989):

People are not eternal, unchanging entities in themselves...but owe what stability and constancy, and uniqueness, they may appear to have - their identity - to the stability and constancy of certain aspects of the activities, practices, and procedures in which they can make their differences from those around them known and accountable. (p. 143)

9

Davies and Harre (1990) discuss these ‘threads’ as ‘positions’; choosing to focus on a particular thread in one's identity is founded on the basis of the available discourses, and is known as ‘positioning.’ Discourse, an inherent aspect of social constructionism, is defined by Burr (1995) in the following passage:

A discourse refers to a set of meanings, metaphors, representations, images, stories, statements and so on that in some way together produce a particular version of events. It refers to a particular picture that is painted of an event (or person or class of persons), a particular way of representing it or them in a certain light. (p. 48)

Discourses are fundamental to our sense of self and the labels we carry as particular types of persons (ex., an old person, as a worker, as a criminal, and so on), the ideas and metaphors with which we think, and the self-narratives we use to talk and think about ourselves (Burr, 1995). The tenets of this theory are apposite for use in portraiture inquiry and to the phenomenon under study in this research.

Transformative Learning Theory

Transformative learning theory proposes that transformation occurs through critical reflection and discourse in an environment that is safe and free of risk to the individual (Mezirow, 1991). An educator’s frame of reference, built on prior experiences, creates beliefs that impact his or her world view. Frames of reference as cultural bias, and stereotypical beliefs, are often unconscious and taken for granted. These beliefs and attitudes can only be changed when the individual participates in critical self-reflection and takes part in meaningful discourse with others (Mezirow, 1991).

Transformative learning, primarily an adult learning theory, is characterized by a profound shift in a person’s frame of reference, including thoughts, beliefs, and actions

(Kitchenham, 2008). This body of knowledge, or frame of reference, consistently drives and shapes all future perceptions, cognitions, and expectations which may lead to the 10

rejection of any new ideas that contradict or fail to fit into our developed schemas

(Mezirow, 1997). The purpose of transformative learning is to facilitate the learners’ movement toward a newly developed frame of reference that is reflective, open, and inclusive (Mezirow, 1997).

The three tenets of Mezirow’s transformative learning theory are the centrality of experience, critical reflection, and rational discourse (Brown, 2006). Expanding one’s awareness through critical reflection and engagement in rational discourse allows for the validity testing of new meaning construction, and is vital to the transmutation of a developed frame of reference (Mezirow, 1997).

Culturally Relevant Education

One extension of CRT is culturally relevant education (CRE, Dover, 2013). CRE was derived through the synthesis of decades of literature authored by Gay and Ladson-

Billings, two prominent researchers in the field of diversity education. CRE, steeped in the critical race theory, is founded on the commitment to social justice education and the belief that the classroom is a site for social change (Aronson & Laughter, 2016). The theory emphasizes teacher identity and sociopolitical awareness, as well as the incorporation and integration of culturally diverse content (Dover, 2013). The CRE framework represents the amalgamation of years of research and practice in the field of diversity education and, as such, serves as a current exemplar of ideal teaching in diverse classrooms.

The four basic tenets of CRE (Dover, 2013) include:

• The use of constructivist methods to develop bridges connecting students’ cultural

references to academic skills and concepts.

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• Engaging students in critical reflection about their own lives and society through

the use of inclusive curricula and activities supporting analysis of represented

cultures.

• Facilitating students’ cultural competence through teachings about their own and

other cultures in an effort to instill pride in students’ own and other cultures.

• The explicit unmasking and unmaking of oppressive systems through the critique

of discourses of power, as well as assuming an active role in pursuing social

justice for all in society.

CRE aims to address the achievement gap by rectifying the existing imbalance between a school culture that caters to the needs of the dominant culture group while attempting to educate diverse students (Gay, 2000; Ladson-Billings, 1995; Villegas &

Lucas, 2007). The goal of CRE is to build a bridge between students’ sociocultural realities at home and the existing school culture so they may access the tools needed to achieve academic success in the school and classroom environment” (Griner & Stewart,

2013).

CRE is foundational in the creation of teacher evaluations currently used across the nation. The tenets set forth in CRE were utilized in this research to understand teachers’ dispositions and competence in educating culturally and linguistically students.

The use of critical race theory, within a qualitative portraiture methodology, adds richness and depth to the voice and experiences of teachers as they educate diverse learners (Chapman, 2005). Social constructionism and transformative learning theory offer explanations of the formation of dispositions and the process of change and growth involved in human development. Tenets set forth in the culturally relevant education

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theory serve as benchmarks in the understanding of participants as effective culturally relevant educators. Decisions made throughout this study were informed by the aforementioned theoretical frameworks. These frameworks influenced data collection, the creation of interview protocols, journal prompts, and artwork guides, as well as data analysis. In addition, these frameworks helped shape implications and recommendations set forth in this research.

Figure 1 presents a conceptual framework depicting how these theories are interwoven to form, and possibly transform, a first-year educators’ dispositions toward diverse students and their perceptions of effectiveness as culturally responsive educators.

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Figure 1

Conceptual Framework

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Significance of Study

The significance of this study is underscored by the dismal statistics describing achievement, graduation rates, discipline, and staffing in lower socioeconomic and ethnically diverse school districts. Since the 1960s, the achievement gap, more aptly referred to as the opportunity gap (Ladson-Billings, 2006), has been well documented in educational literature (St. John et al., 2018). The disparity of performance between Black and Latinx students and their White peers on standardized assessments continues to persist despite policies aimed at closing the gap. In addition, Black and Latinx students, historically, have been disproportionate recipients of disciplinary referrals, suspensions, and expulsion rates (Gregory et al., 2010; Mendez & Knoff, 2003; Skiba et al., 2011).

According to the U.S. Department of Education’s report on the Status and Trends in the

Education of Racial and Ethnic Groups (2017), Black students continue to be retained

(i.e. held back to repeat an academic grade level) at higher rates than non-Black students, and both Black and Latinx students are suspended at higher rates than their White or

Asian counterparts.

Research shows that the most effective educators of diverse populations are teachers who examine and understand how their experiences and dispositions impact their perceptions and inform their professional decisions regarding diverse students

(Banks, 2001; Gay, 1994; Ladson-Billings, 1994). Elementary teachers, largely because they come into contact with diverse learners at such an early age, have an opportunity to alter the future academic and social emotional trajectory of their students. Novice teachers who grow into culturally responsive educators have the opportunity to positively affect the academic and social emotional growth of diverse learners (Nieto & Bode,

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2007). Conversely, those novice teachers that fail to incorporate culturally responsive pedagogy contribute to the continuation of the existing status quo of unequal achievement

(Sleeter, 2017). A students’ experiences in elementary school sets the stage for future academic achievement. Accordingly, conducting research to deeply understand the dispositions, as well as the factors that hinder and support first-year teachers in their ability to practice as culturally responsive educators, is of critical importance. The findings in this study may aid school administrators and teacher educators to more effectively develop culturally responsive educators to serve the diverse students attending today’s schools.

Definitions of Terms

The following terms, integral in the understanding of my research study, have different uses and definitions in varying contexts. For the purpose of clarification, the meanings of these terms, as used in this study, are outlined below.

Dispositions

The definition of teacher dispositions, for the purpose of this research, is derived from the National Council for Accreditation of Teacher Education (NCATE) (2001). The

NCATE considers disposition to be the values, commitments, and professional ethics that determine teacher’ behaviors toward students, families, colleagues, and communities.

These behaviors influence student learning, motivation, as well as the educator’s own professional growth. Further, the NCATE characterizes the construction of dispositions to be dependent on attitudes and beliefs related to values such as caring, honesty, fairness, empathy, respectfulness, responsibility, and thoughtfulness (Almerico et al., 2011).

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Diverse Students

In education, diversity is associated with concepts such as respect and understanding for the differences existing among all individuals. These differences can include, but are not limited to, variances in race, ethnicity, gender, sexual orientation, socio-economic status, age, physical and cognitive abilities, religious beliefs, political beliefs, or other ideologies. For the purpose of this study, however, the term diverse learners refers to racially, ethnically, and socio-economically historically marginalized populations.

The concept of student diversity, within the context of this study, is limited to the intersection of racial, ethnic, and socioeconomic constructs. As found in numerous studies and academic commentaries, race, ethnicity, and poverty are inextricably intertwined in the United States (Blanchett et al., 2009; Storer et al., 2012). According to the National Center for Education Statistics, the number of children under the age of 18 living in poverty can be categorized by both race and ethnicity – exemplifying the link between these two constructs (Gay, 2014; Howard, 2016; Ladson-Billings, 2014). This is also evidenced through an examination of national child poverty rates, currently averaging 18% within the United States, the poverty rates for Black (32%), American

Indian/Alaska Native (32%), Hispanic and Pacific Islander children (26%) exist at rates far exceeding the national average. In addition, poverty rates for children of multi-race households (17%) also exceed poverty rates for both White and Asian children, both 11%

(NCES, 2019). According to the Bowling Green State University Diversity and Inclusion

Task Force “The historical unequal distribution of power, privilege and resources, itself a

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mark of diversity, simultaneously impacts current experiences and future possibilities of individuals engaged in education in the United States” (Matuga & Menon, 2019, p. 3).

Diversity Education

For the purpose of this study the term diversity education is used to describe the amalgamation of the idealistic goals of multicultural education, in conjunction with those of social justice education. These goals include the ability to build relationships with students from backgrounds different than their own, create a bond between school and home, design a curriculum which integrates all facets of multiculturalism, employ equitable pedagogy, reduce prejudice while building classroom community, and strive to be agents of change who stand against injustice (Sleeter & Owuor, 2011).

Multicultural Education

Multicultural education denotes education or teaching that integrates the histories, texts, values, beliefs, and perspectives of people from different cultural backgrounds

(Banks, 2001; Gay, 1994; Ladson-Billings, 1994). “Culture” in this context encompasses race, ethnicity, language, and socioeconomic status. The concept of multicultural education is predicated on the principle of educational equity for all students, regardless of culture, and it promotes educational opportunities and success for students from different cultural backgrounds by removing barriers to learning (Banks, 2001; Gay, 1994;

Ladson-Billings, 1994). Educators are encouraged to modify educational programs, materials, lessons, and instructional practices that are either discriminatory toward or insufficiently inclusive of diverse cultural perspectives. In addition, multicultural education embraces that students learn and think in ways that are deeply influenced by their cultural identity and heritage, and that to teach culturally diverse students effectively

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requires educational approaches that value and recognize their cultural backgrounds. In this way, multicultural education aims to improve the learning and success of all students, particularly students from cultural groups that have been historically underrepresented or that suffer from lower educational achievement and attainment (Great Schools

Partnership, 2014).

Social Justice Education

Social justice education moves beyond the traditional goals of multicultural education, that of insuring teachers are culturally competent, to include increasing a teachers’ critical consciousness and promoting a commitment to address existing societal inequities in education that serve to marginalize and disenfranchise various groups of people (Vera & Speight, 2003). Goodman et al. (2004) define the work of social justice as being “the scholarship and professional action designed to change societal values, structures, policies, and practices, such that disadvantaged or marginalized groups gain increased access to these tools of self-determination” (p. 795).

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CHAPTER II

REVIEW OF LITERATURE

This literature review provides a synopsis of the complex historical, social, and political background of diversity education. An understanding of the evolution of diversity education in America provides necessary context to the issues impacting the education of diverse learners. These issues are identified as academic achievement gaps, disproportionate disciplinary actions, and teacher attrition in districts serving marginalized populations. Also contained in this review of literature is the significance of teacher dispositions, commonly held teacher’ dispositions toward diverse learners, as well as the most common practices of current elementary teachers working with diverse learners. A teacher’s disposition toward diverse learners has a significant impact on academic expectations of such students, as well as the creation of a positive learning environment and culture (Alismail, 2016; Banks, 2010; Gorski, 2009; Sleeter, 2017).

Both teacher expectations and the cultivation of a safe, risk free environment are of particular significance to young, formative minds in elementary school. A review of educator preparation programs, specifically practices related to preparing teachers to effectively educate diverse learners, is also included. Further, an examination of the specific challenges inherent in the induction phase of teaching and how this relates to educating diverse learners is offered. The aim of this literature review is to provide a synthesis of current research relevant to understanding the dimensions of this study.

Historical and Political Background of Diversity Education in America

The Civil Rights Movement led to the emergence of multicultural education in the

1960s (Howard, 2016). In 1966 Coleman’s Equality of Educational Opportunity was

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published exposing the existing academic achievement gap between Black students and their White peers. The reform movement of the 1960s and 1970s attempted to address the existing racial, ethnic, gender, and socioeconomic inequalities in education. In its early stages multicultural education, supported through federal and state policies and funding, embraced the theory of cultural pluralism, and the extinction of racism, sexism, as well as other forms of discrimination (Bennett, 2001). It was anticipated that this educational shift toward increased inclusion of culturally diverse content, and increased cultural awareness and sensitivity of teachers, would spread throughout society at large and result in increased equity throughout society (Rury, 2017). As a result of focus, resources, and commitment, the United States made steady progress in equalizing education for all populations though the mid-1970s (St. John et al., 2018). However, despite some areas of promising progress, subsequent policy changes thwarted continued growth in achieving educational equity.

During the 1970s, backlash to the inclusion of contributions made by multiple cultures began to emerge. Assimilationists (Banks, 2010), also termed fundamentalists

(Howard, 2016), contended that the most valuable contributions to United States’ society had been made through our European, notably British heritage. Assimilationists resisted the broadening of the curriculum to include contributions made by people of other cultures, ethnicities, religions, and languages and maintained the view that contributions made by other ethnic groups were of less value and less significant. In addition, some assimilationists feared that a shift in current societal power would occur if contributions by minority cultures were recognized (Banks, 2010).

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The debate over the proportion in which the American curriculum should maintain its Eurocentric focus continued through the 1980s and 1990s. Adhering to a

Eurocentric focus serves to reinforce the status quo and perpetuates existing achievement gaps (Banks, 2010; Howard, 2016). During this time period three major positions emerged. The first, the Western traditionalists, believed in preserving the current status of curriculum, leaving the Western influence front and center. The second, Afrocentric scholars, pushed to have Africa and African peoples as a significant portion of the curriculum. Lastly, the multiculturalists, proposed maintaining an emphasis on Western influence, but restructuring curriculum to include a more realistic description of historic

Western events (Banks, 2010).

With the advent of our current era, “Global Transition,” the focus has shifted from educational opportunity and social progress for all to economic development and individual rights. This shift has further increased resistance toward effectively addressing equity in education. The present emphasis on market consumption and economic development, and away from equitable educational opportunity, has ushered in an intense focus on teacher accountability and student performance, leaving little time or resources for educational institutions to focus on equity of attainment, and quality of education

(Ravitch, 2010). Since the mid-1970s consistently large achievement gaps throughout the

K-12 education system among lower socioeconomic populations and diverse students have continued to exist (St. John et al., 2018).

Today the meaningful infusion of multiculturalism into curriculum is met with a new brand of resistance. Modern education policy has been impacted by neoliberal thought, which according to critics, places an emphasis on individual freedom of choice

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at the expense of equality in regards to civil rights (St. John et al., 2018). The prevailing neoliberal approach holds the belief that efficiency, best provided through competition free of government regulation, is the prized goal of new policies (Stone, 2012). The underlying objective within this concept is the limiting of governmental policy and funding directed at ensuring equitable education. Further, a trend within neoconservative circles to question and condemn the processes related to resource distribution, particularly the utilization of public funds for support of specific need-based programs, has emerged (St. John et al., 2018). In response, the focus on market consumption and economic development led to changes in the federal funding structure to education institutions.

High-stakes testing linked to teacher accountability, the result of No Child Left

Behind (2001) impacted multicultural education by increasing the difficulty of implementing programs aimed at effectively teaching traditionally marginalized students

(Alismail, 2016). The shift in education to measure school and individual achievement based on the results of standardized tests, and the failure of educators to recognize the importance of pursuing multicultural goals, has proven to leave little time or energy for educators to focus on achieving multicultural goals (Alismail, 2016). Further, the practice of state adoption of a common curriculum, in an effort to promote teacher consistency, accountability, and measurable achievement on standardized tests, has diminished the opportunity for authentic, spontaneous teaching moments (Miller, 2005).

Evolution of Diversity Education in America

The movement to effectively and equitably educate our nation’s diverse students has continued throughout the past four decades; though it has undergone variations in

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nomenclature and focus, as well as in popularity and support. Educational research within multicultural education grounded new academic terms and focus to the dialogue. These terms: culturally appropriate (Au & Jordan, 1981), culturally congruent (Mohatt &

Erickson, 1981), culturally responsive (Cazden & Leggett, 1981), and culturally compatible (Jordan, 1985) all became part of the new vernacular within this component of public education.

Critical race theory (CRT), a methodology, a theory, and a pedagogical tool, began being used in the mid-1970s to investigate and understand the lived experiences of teachers and students of color in educational institutions (Lynn et al., 2013). CRT begins with the concept that racism within America has been normalized and maintains the pace of racial reform in the United States is far too slow (Ladson-Billings, 1994). This academic body of work gave rise to the development of two prominent strands of thought in diversity education. The first “culturally responsive teaching” focused on teacher practice as presented by Gay (1980, 2002, 2010, 2014) and the second, “culturally relevant pedagogy” a phrase coined by Ladson-Billings (1994, 1995, 2014) focused on teachers possessing the cultural competence necessary to teach all students (Aronson &

Laughter, 2016). While the two concepts vary slightly in form and terminology, both include strong elements of social justice and view the teacher and classroom as foundations for societal change (Aronson & Laughter, 2016). Ladson-Billings (2006) espouses that the fight for social justice requires exposing racism within the social order – regardless of its form or presentation. She states that while the majority of White

Americans would reject the idea that they harbor racist views and perceptions, they enjoy

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the luxury of White privilege. Deconstructing these dispositions is central to educators’ confronting racism (Ladson-Billings, 1995).

The synthesis of these two strands of thought led to the development of the framework of “culturally relevant education” (CRE; Dover, 2013). Though the use of the term “culturally responsive education” (Aronson & Laughter, 2016) appears to be used interchangeably within educational research. A foundation of CRE is providing pedagogical resources and innovative curriculum to allow teachers to evolve from dispositions of deficit with regard to culturally, and linguistically diverse students to competence in teaching and student learning that is relevant and responsive to culturally and linguistically diverse students (Paris, 2012).

It is posited that the diligent pursuit of elementary teachers to evaluate and grow their cultural competence and sensitivity will result in the acknowledgement that students and teachers of different cultural backgrounds bring different experiences to the classroom and an increased level of understanding and support for diverse students

(Milner & Ford, 2007). A synthesis of evidence-based studies examining the correlation of academic achievement when implementing tenets of CRE finds positive impacts on student outcomes across all content areas (Aronson & Laughter, 2015). Further, it is believed that this intentional direction will lead to the formation of more productive and positive relationships with diverse students, their families, and their communities (Banks,

2010; Gay, 1994; Ladson Billings, 1994).

Educational Progress of Diverse Students

Despite laws passed and policies implemented to eliminate the pervasive achievement gap between racially and ethnically marginalized students and their White

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counterparts, the historic achievement gap has not substantially changed. Although the

Status and Trends Report in the Education of Racial and Ethnic Groups (2018) reports slight national gains in Black fourth-grade students’ reading and mathematics scores, a fourth-grade gap for Latinx students has remained consistent since 1992. Similarly, eighth-grade reading scores show a slight national gain for Latinx students while reporting the gap between Black and White students has held constant since 1990. In mathematics, gaps in scores for both Black and Latinx eighth grade students also remain unchanged since 1990.

Unfortunately, the achievement gap between marginalized populations and their

White counterparts extends beyond elementary and middle school. Though the gap in high school graduation rates of Black and Latinx has narrowed, it still remains significant. In addition, the percentage of Black and Latinx students enrolling in higher level mathematics courses, as well as, Advanced Placement and International

Baccalaureate courses, continues to be lower than their White peers (Status and Trends

Report in the Education of Racial and Ethnic Groups, 2018). While research shows little variance by race and ethnicity in the rate of high school students desiring to attend college, factors such as lack of financial resources, knowledge regarding the college application process, and educational deficits beginning in preschool which diminish preparedness, ultimately lead to a reduced probability of college enrollment by marginalized populations (Bowen et al., 2009). Of those Black and Latinx students that do enroll in college, a significant number enroll in institutions that are academically below their current achievement level, and graduate college at much lower rates than their peers (Bowen et al., 2009).

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Further, the Status and Trends in the Education of Racial and Ethnic Groups

(2017), reveals continued disproportionate disciplinary actions taken against Black,

Latinx, and American Indian students. The report shows K-12 Black students continue to be retained at higher rates, and both Black and Latinx students are suspended at much higher rates than their White or Asian counterparts. Findings also reveal that disproportionate school discipline enforcement with Black and Latinx students is initiated at the beginning of the individual’s academic career (Bryan, et al., 2012). It has been found that (Gilliam, 2005) African American preschoolers attending state funded preschools were roughly two times as likely to be expelled as their White and Latinx counterparts and over five times as likely to be expelled as Asian American preschoolers.

In addition to the disproportionate rate of disciplinary actions among Black,

Latinx, and Native American students, significant research exists related to the underrepresentation of these groups in elementary gifted programs (Milner & Ford,

2007). A primary cause cited for this exclusionary practice is teachers’ lack of cultural awareness and their “failure to see students of Color as anything other than remedial or average” (Milner & Ford, 2007, p. 170).

Further exacerbating the issues surrounding diversity education are ongoing challenges for school districts serving marginalized populations to attract and retain qualified teachers. Teachers working in Title I schools serving lower socioeconomic populations, are reported to leave at rates 50% higher than teachers working in non-Title

I schools (Sutcher et al., 2016). Due in part to teacher inconsistency, students in schools with high teacher turnover are again placed at a disadvantage as research clearly demonstrates the link between consistency and coherent instruction in regards to

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academic progress, particularly in low-income schools (Boyd et al., 2011). Educator turnover in low income districts has a negative impact on the school organization at-large and causes districts to spend valuable resources on hiring and training which might otherwise be spent to benefit students (Darling-Hammond & Sykes, 2003).

Diversity Education Programs for Preservice Teachers

In order to fully appreciate a first-year teachers’ experience in a diverse classroom setting, it is necessary to consider their pre-service teacher preparation. An exploration of existing methods and approaches aimed at preparing new teachers to educate diverse learners across teacher education programs reveals a high degree of inconsistency throughout the United States (Sleeter, 2001). There exists irregularity in requirements, variation in state and national mandates, as well as throughout individual teacher education programs. Data from the 50 states and Washington D C, shows that only 22 states have clear licensure related mandates regarding diversity related concepts, with the remaining 29 states relying on national standards for accreditation to support the inclusion of instruction specifically focused on multiculturalism and diversity (Akiba et al., 2010). To ensure continued federal funding state education agencies are responsible for the creation of policies and mandates for teacher certification requirements (Akiba et al., 2010). These policies significantly impact the effectiveness of future teachers’ ability to teach diverse students, yet there exists a lack of consistency in mandates and motivation for follow through of their execution (Hollins & Torres-Guzman, 2005).

Most multicultural learning components within educator preparation programs offer a surface level, human relations approach to teaching diversity rather than one committed to social justice, educational equality, and attitude transformation (Howard,

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2016). A recent study analyzing the syllabi used in multicultural teacher education courses found the content as listed in the course documents to be designed to provide teachers with increased cultural sensitivity and multicultural competence, but failed to discuss educational inequality and few syllabi included the opportunity to reflect on biases and how they might impact teaching (Alismail, 2016; Banks, 2010; Gorski, 2009;

Sleeter, 2017).

Coursework Approach

One common approach employed to promote diversity education in educator preparation programs is the requirement of semester-long courses that focus on multiple forms of diversity. Stand-alone multicultural education classes, if not taught effectively, were found in some cases to actually strengthen negative cultural stereotypes and had minimal impact on altering counterproductive student views (Banks, 2010; Gay &

Kirkland, 2003; Sleeter, 2017). In addition, Sleeter (2001), reports students of Color often experience a “silencing of voice” (p. 102) as a result of the pedagogical practices of instructors within educator preparation programs. A major challenge related to educator preparation programs, which aim to prepare predominately White, middle class, females, is a common requirement of only one diversity education class amidst all other required courses that operate within the framework that honors the beliefs of the dominant culture

(Murray, 2010). Courses aimed at helping educators become culturally responsive must encompass more than mere exposure to cultural differences.

According to proponents of enhanced multicultural educator preparation, educator preparation programs need to incorporate the time necessary to inform educators about the history of racial relations, as teachers cannot teach what they do not know (Van

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Ausdale & Feagin, 2001). The past and current practice of teaching cultural awareness falls short of meeting the goals of educating diverse students. Instead future educators need to possess the historical knowledge and background of racial and ethnic relations, this will provide the opportunity for educators to truly comprehend perspectives of their future students (Banks, 2010; Howard, 2016). Fully comprehending the historical relevance of the racial history of the United States requires pre-service educators to complete coursework that challenges long-held beliefs and behaviors regarding White privilege and the role of race in American society (Tatum, 2017). Learning to respect the perspectives of those marginalized throughout history can be difficult for those in the dominant group, who have not lived these experiences, but the opportunity to explore personal perspectives is imperative (Howard, 2016).

Field Placement

In conjunction with coursework, most educator preparation programs require a field placement experience (Castro et al., 2012). The setting and location of such placements appear to be a significant factor in supporting the pre-service educator’s acquisition of the skills necessary to effectively teach diverse students (Sleeter & Owuor,

2011). To extend the breadth and scope of multicultural education beyond a single course, research suggests that providing future teachers with field placements rich in cultural and ethnic diversity is beneficial (Hollins & Torres-Guzman, 2005). Participating in teaching experiences within diverse communities has been shown to promote an acceptance and affirmation that diversity is a welcome aspect of the American mosaic

(Parla, 1994).

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Research provides evidence that White teachers placed in culturally diverse field placements report a positive increase in cultural knowledge and greater confidence in working with diverse students as compared to White teachers who complete field placements in a non-diverse setting (Parla, 1994). It also has been demonstrated that pre- service educators who complete field placements in a diverse educational setting demonstrate a deeper understanding of diversity in relation to professional policy and practices, and exhibit a shift toward a more open belief system regarding diverse populations when compared to their suburban school counterparts (Pohan et al., 2009).

Pre-service educators who received hands-on experience in diverse settings, and were mentored by trained professionals, reported increased confidence in their ability to implement effective multicultural programs in the future (Parla,1994).

Alternative Licensure Programs

In addition to the traditional institutions educating future teachers, recent policies and practices in teacher education have begun to provide new avenues in which to enter the profession. Alternative programs now account for 20-30% of today’s educators

(Zeichner, 2014). Alternative programs, which provide training to future educators while already serving as full-time teachers, have arisen to fill difficult to staff urban schools, and diminish the growing gaps in student achievement in poor urban and rural communities of Color. There exists research, however, that graduates of alternative programs leave the profession at higher rates and that the lack of teacher’s experience in hard to staff districts is doing little to close the achievement gap (Zeichner, 2014).

Of the approaches reviewed, a combination of a cross-cultural immersion experience, in which a White teacher completes fieldwork in a diverse school district, and

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course work supporting that experience, prove to be most impactful for the pre-service student (Banks, 2010; Howard, 2016; Sleeter, 2001). Despite research touting the utility of diverse rich field placements on preparing future teachers, the majority of preservice teachers are still placed in settings with limited cultural diversity (Banks, 2010; Howard,

2016). Mounting research speaks to the urgency of raising cultural sensitivity and awareness of teachers entering the classroom, yet a current review of programs in place reveals their inability to produce culturally competent teachers (King & Butler, 2015).

While national standards continue to set forth the ideal principles embodied in diversity education, teacher education programs seldom appear to achieve these goals (Akiba et al.,

2010).

Prevailing Dispositions of Educators Toward Diverse Students

It has been proposed that current educators, the majority of whom hail from the dominant culture of power, possessing limited or no life experiences with cultural and ethnic diversity, generally enter the field of teaching with the belief that students from diverse backgrounds are a problem to overcome and are in some way deficient (Banks,

2010; Sleeter, 2017). These negative dispositions are often unstated and go unrecognized, as a forum to discuss race in the context of schooling at any level, rarely exists (Milner,

2015).

In addition to the absence of a forum, resistance to such critical conversations also exists. The resistance of teachers to engage in race discussions arises from their fear that such conversations will lead to conflict, judgement, labeling, coupled with their belief that the United States is in a post-racial era (Milner, 2015). Further, researchers have found teachers lack confidence in their abilities to conduct critical conversations about

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race and are reluctant to speak about race in the context of their own teaching (Milner &

Laughter, 2015). Using critical race theory as a framework, Milner and Laughter (2015) found the following dispositions characteristic of most beginning and experienced teachers:

1. Acknowledging one’s own racial background or the background of one’s

students may lead to racist labeling.

2. Treating all students the same regardless of their racial or ethnic backgrounds is

appropriate.

3. Teaching children and ignoring the race of students is the right course of action

because race is irrelevant.

4. Focusing on race while teaching does not matter because racism has ended.

5. Promoting post racial practices are appropriate because we live in a post racial

society.

These views of educating diverse students are highly damaging to student academic and emotional development, as research shows the strong correlation between student achievement and teacher expectations and the need for teachers to recognize cultural differences (Villegas, 2007). A significant number of teachers, wittingly or unwittingly, perceive students of Color and students of poverty with negative biases

(Nelson & Guerra, 2014). Commonly held teacher perceptions, deficit thinking and colorblindness, contribute to the lack of progress in educating diverse students are discussed in the following paragraphs.

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Deficit Thinking

Beliefs are the lenses through which we view ourselves and others. Personal beliefs form the basis of our social and physical reality (Hachfeld et al., 2015). The belief that certain groups are inherently deficient is known as deficit thinking and is prevalent within our society (Leutwyler et al., 2014). Accordingly, within our schools, negative beliefs surrounding people of Color and people living in poverty exists (Banks, 2010;

Gay & Kirkland, 2003; Howard, 2016; Nelson & Guerra, 2014). Numerous scholars involved in multicultural education acknowledge that deficit beliefs need to be addressed if we are to create schools that are culturally responsive (Banks, 2010; Gay & Kirkland,

2003; Howard, 2016; Nelson & Guerra, 2014). Educators and leaders base their attitudes toward diverse learners on deficit beliefs, and such practice is counterproductive to the effective, meaningful education of diverse students and those living in poverty (Nelson &

Guerra, 2013). It has been shown that deficit thinking significantly lowers expectations of academic performance, places the blame of student failure on the perceived deficiencies inherent in the child, and excuses educators from having to reevaluate teaching practices in an effort to meet the cultural differences that exist in their classrooms (Garcia &

Guerra, 2004). Despite the knowledge that a majority of current educators are operating with a deficit mentality, few teacher education programs adequately address this critical issue with pre-service teachers (Howard, 2016).

Colorblindness

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The call for a colorblind society, one which treats racial and ethnic background as inconsequential in regard to individual treatment, was first introduced by Supreme Court

Justice John Marshall Harlan in 1896 in response to Plessy v. Ferguson (Banks & Banks,

2007). Proponents of this approach believed all unjust laws had been amended resulting in a system that should be fair and just for all. In 1978, Supreme Court Justice Blackmun, in response to California v. Blake, countered that recognizing the existence of racism would be the means to moving beyond it and as such, justice would be served by treating people differently (Banks, 2010). The concept of colorblindness, however, continues to impact our educational system. Colorblindness is used when educators experience anxiety in managing uncomfortable situations or to cover up a lack of cultural knowledge

(Sleeter, 2017). The adoption of the colorblindness philosophy encourages educators to avoid conducting meaningful, productive conversations necessary to make gains in racial relations and acquire needed cultural knowledge for more effective teaching (Schofield,

2010). It has been demonstrated that this avoidance functions as a barrier to the discomfort that such conversations would cause educators (Schofield, 2010). The concept of Colorblindness makes the mere acknowledgement of another’s race suspect of prejudice, and as such, it causes acknowledgement and discussion of race to be considered undesirable (Doyle & Aboud, 1995). In 2001, multicultural education proponent Banks stated:

A statement such as ‘I don't see Color’ [or culture] reveals a privileged position that refuses to legitimize racial identifications that are very important to people of Color, and that are often used to justify inaction and perpetuation of the status quo. (p. 12)

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Failing to recognize cultural, racial, and ethnic differences thwarts an educator’s ability to effectively reach all learners and develop a culturally sensitive and supportive environment.

Culturally responsive educators, have consciously examined their own lived experiences and acknowledge and accept that larger systemic influences exist that have impacted marginalized groups, and prevented those groups from receiving an equitable education in America (Banks & Banks, 2007; Bonner et al., 2018; Freire, 2002; Gay,

2010; Nieto & Bode, 2007). This level of consciousness is of utmost importance for the educators of our societies’ youngest learners. Upon leaving the safety of home, elementary educators become the new lens through which children experience the world

(Doyle & Aboud, 1994). This phenomenon has the potential to dramatically shape a child’s view of self and others as they navigate new experiences.

Elementary Education: Practices in Diversity Education

Social psychologists provide evidence that children learn prejudice in the early years of life, but such beliefs can be unlearned and replaced with new values such as tolerance, love, and acceptance (Petovello, 1998). Ideally, the practices of elementary school educators should reflect the knowledge of the early acquisition of prejudice and take action to rectify this learned trait (Doyle & Aboud, 1994). Two prevailing misconceptions exist in elementary education related to multicultural education. The first being that young children do not understand or practice racism, and the second is believing that societal racism is declining as a result of multiple laws enacted (Van

Ausdale & Feagin, 2001).

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Research regarding the acquisition of racial identity and awareness provide the opportunity to impact the attitudes and perceptions of elementary level students.

Evidence maintains that students as young as three can begin to formulate negative perceptions with regard to racial and cultural differences, yet early childhood educators seldom deliver instruction to positively impact students’ perceptions related to these observed differences (Banks, 2006). This omission highlights a missed opportunity to address and positively impact the elementary learners’ mindset regarding multicultural issues (Banks, 2010; Howard, 2016).

The level of integrating multicultural content, and therefore its impact, has been categorized by Banks (2010) in a four-approach hierarchy: the first, and least effective, is the contributions approach, limiting content inclusion to heroes and holidays; the second, the additive approach, is slightly more impactful and is accomplished through the addition of a unit or a book; the third, the transformation approach, provides multiple perspectives to the curriculum content and promotes concepts and events from diverse cultural groups; and the fourth, most sophisticated and transformative approach, the social action approach, provides the forum for students to make decisions and design actions as they explore social action. To support student growth and understanding educators must strive to incorporate the more sophisticated approaches to diversity education.

The majority of elementary teachers utilize a hero and holiday approach to integrate multicultural content (Banks, 2010; Howard, 2016; Quezada & Romo, 2004).

The following are examples of this approach: assigning students a biography of a famous

Black person in February, a Cinco de Mayo party to “learn” about the Latinx community

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in May, or a yearly multicultural fair limited to sampling cultural foods or viewing traditional clothing. Equivalent to the contribution level, the most simplistic in the hierarchy, this method often has the unintended consequence of minimizing and trivializing the contributions of other cultures while reinforcing stereotypes (Banks,

2010). Limiting the elementary multicultural curriculum to heroes and holidays fails to holistically address the topic of diversity and prejudice. Prejudice, once viewed as an adult affliction, is now known to develop in children as young as three years old and therefore needs to be addressed at an early age (Doyle & Aboud, 1994).

Addressing the attitudes and beliefs of young children is supported by many in the field of child development and social psychology. The work of Erikson reveals that the development of cognitive and socio-cognitive skills in elementary age children are responsible for the reduction of prejudice in children ages five through twelve, and the formation of personal identity within the human personality is formed predominantly by social factors (Batra, 2013). This concept directly relates to Piaget’s (1931) development of perspective taking skills which increases from ages five through nine and reveals that children possess the capacity to acquire multiple racial perspectives, and therefore reduce the instances of prejudice.

Longitudinal studies that focus on the connections between age and decreases in prejudice with subjects between kindergarten through third grade (5-9 years of age), found that a child who perceives having many similarities to another racial group exhibits less prejudice, while a child who perceives having few similarities with those of another group, exhibits higher levels of prejudice (Doyle & Aboud, 1995). Therefore, creating classrooms with the explicit goal of assisting children in reducing prejudice through

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recognizing similarities should be encouraged. Conversely, promoting an invisible culture which breeds superiority and inferiority, winner and losers, will negatively impact the racial identity of all children (Doyle & Aboud, 1995). Early intervention with regards to social and cultural sensitivity is paramount (Hawkins, 2014). Those critical of the current approaches used to promote multicultural goals contend that the current system exerts far too little energy and sophistication, and begins much too late addressing the effects of discrimination and prejudice (Van Ausdale & Feagin, 2001). For a teacher to have the ability to address such issues in the classroom they must themselves have examined previously held assumptions and dispositions (Gay, 2010; Ladson-Billings,

1995).

First-year Teachers: The Induction Phase

The quote by Cruickshank and Callahan (1983) while “…the distance between a student’s desk and a teacher’s desk is short in linear feet, it is probably the longest psychological distance that these young adults have traveled in such a brief time” (p. 251) profoundly describes the transition of the pre-service teacher to their own classroom. The first few years of a teaching career are known as the induction phase. In the induction phase teachers are becoming integrated into the professional and social fabric of the school, district, and community (Letven, 1992). In addition, first-year experiences, including formal activities, district run seminars, and mentoring programs as well as informal induction activities, including such events as team meetings and conversations with colleagues, have a significant impact on a teacher’s effectiveness and decision to remain or exit the teaching profession (Keil, 1993).

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During the induction phase a teacher’s confidence level is usually at the lowest it will be throughout their teaching career - regardless of the effectiveness of their teacher preparation program (Letven, 1992). First-year teachers report high levels of stress, confusion, and feelings of inadequacy (Joerger, 2003) and teachers in this phase are characterized as seeking approval and acceptance from students, peers, and supervisors in an effort to achieve a sense of security and comfort as they navigate their new position

(Lynn, 2002). The induction phase is often referred to as the “survival” phase by educational researchers and these survival concerns include, but are not limited to, classroom discipline, motivating students, dealing with individual differences, assessing students, parent relationships, and supervisor evaluations (Greiman et al., 2005;

Veenman, 1984). The gap in expectations experienced by educators in the induction phase is termed by educational researchers as “reality shock.”

“Reality shock,” also known as “transition shock,” is defined by Veenman (1984) as the “collapse of the missionary ideals formed during teacher training by the harsh and rude reality of everyday classroom life” (p. 143). There are five indications which

Veenman (1984) identifies as symptoms of “reality shock.” The first is the beginning teacher’s perceptions of problems including work load, stress, as well as psychological and physical complaints. The second, changes in teaching behaviors, which include implementing behaviors which are contrary to teacher’s beliefs due to external circumstances. Third, are changes in attitudes with respect to teaching methods. Fourth, is a change of personality in the social emotional domain and area of self-concept. Fifth, is the decision to exit the profession due to extreme disillusionment. The term “post-modern reality shock” coined by Correa et al. in 2015, provides an amended definition of “reality

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shock.” The amended definition includes a characterization of teaching conditions as volatile, uncertain, complex, and ambiguous based on changing policy (VUCA, Johansen

& Johansen, 2007). This constant change and uncertainty cause additional uneasiness among teachers in the induction phase (Correa et al., 2015).

Long Term Consequences of the Induction Phase

The induction phase leaves a long-lasting imprint on the professional career of a teacher. An educator’s first-year of teaching, cited as the most pivotal year of their career, helps define and determine a teacher’s overall effectiveness and the longevity of their teaching profession (Marso & Pigge, 1987). Effectiveness as an educator, and the decision to remain in the profession, both have a consequential impact on the education of students.

Attitude and disposition changes occur among first-year teachers. While a reconstruction of attitudes is a phenomenon that is likely to occur with entry into any new career, disposition changes for first-year teachers indicate that attitudes cultivated during teacher education may be “washed out” by a teacher’s daily experiences in school

(Veenman, 1984, p.147). These changes are most likely to be exhibited in a shift from humanism/progressivism, characteristics aligned with culturally responsive education, to conservativism/custodialism, more traditional practices (Veenman, 1984).

As previously stated, research reveals educator’ experiences during the induction phase can either encourage or deter longevity in the profession. This is consequential as teacher attrition and teacher shortages are found to be most severe in low income schools serving marginalized populations (Boyd et al., 2011). The data regarding teacher shortages indicates that the problem is largely a result of a “revolving door” in the

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teaching profession, where large numbers of existing teachers depart their teaching jobs long before retirement (Ingersoll, 2001; Ingersoll & May, 2012; Ingersoll & Perda, 2010).

Additional research shows that turnover is highest among educators in their first five years of teaching (Borman & Dowling, 2008; Guarino et al., 2006). While there has been an increase in teacher attrition for the past 20 years (Cole et al., 2017), research reveals that in 2013 more than 42% of new teachers left the profession within the first five years of entry (Perda, 2013). There is an acknowledgement among educational researchers that if schools are to be fully staffed by qualified teachers the issue of teacher turnover, especially among beginning teachers, will need to be addressed (Liu et al., 2008; National

Commission on Teaching and America’s Future, 2003). First-year teachers’ experiences during induction impact the academic achievement, social emotional well-being, and the future academic trajectory of diverse students in their charge (Fessler & Christensen,

1992; Veenman, 1984).

Need for Research

Extant educational research has been focused on assessing the success of educator preparation programs to achieve their goal of readying teachers for today’s classrooms.

Much of the existing research, however, is based on the experiences of preservice educators while still enrolled in educator preparation programs and offers limited insight into how, or if, these practices will be integrated into their classrooms as they begin teaching. The existing literature focusing on the dispositions of first-year educators towards diverse students is scant. This study provides a new lens through which to comprehend the multi-dimensional factors of influence on first-year teachers’ dispositions and perceptions of performance as culturally responsive educators. Research

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is needed to provide educator preparation programs with necessary feedback to accurately evaluate the effectiveness of their program in preparing future teachers for today’s classrooms (Sleeter & Owuor, 2011).

While there is a body of evidence that demonstrates the perspectives and practices of preservice teachers are positively altered by properly designed teacher education courses and field work, there are limited studies that follow beginning teachers as they enter the classroom (Sleeter & Owuor, 2011). This study looks to supplement the existing, limited research on this critical topic and seeks to provide insight into the dispositions, and therefore effectiveness, of first-year educators in their work with diverse learners. The use of portraiture inquiry and its inherent goal to inspire, as well as inform, broadens the audience for my study (Lawrence-Lightfoot & Davis, 1997). Unlike more traditional methods aimed solely at the academic community, this qualitative method of inquiry seeks to invoke dialogue with people in the ‘real world’ by inviting readers to think more deeply about issues of concern (Lawrence-Lightfoot & Davis, 1997).

Featherstone (1989) refers to portraiture inquiry as ‘a people’s scholarship,’ one which embodies both analytical rigor and community building. The use of portraiture inquiry provides a new lens in which to view the rich, multi-dimensional aspects influencing first-year teacher’ dispositions toward diverse learners.

The research presented in the literature review strongly promotes the need to address dispositions of first-year teachers and their perceptions of performance as culturally responsive educators. Research decisions in this study were informed by portraiture inquiry, as well as the theoretical frameworks, critical race theory, culturally

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relevant education framework (Dover, 2013), social constructionism theory (Burr, 1995) and transformative learning theory (Mezirow, 1991).

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CHAPTER III

METHOD

In this research, portraiture, a genre of inquiry, was embedded into a qualitative cross-case study in order to capture the richness and complexity of the lived human experience of elementary educators as they navigate their first-year as teachers of diverse learners (Lawrence-Lightfoot & Davis, 1997). The use of portraiture methodology provided a lens in which to gain a deeper understanding of the following research questions:

1. What lived experiences have contributed to the formation of first-year

elementary educators’ dispositions toward diverse learners?

2. What lived and current experiences resulted in the transformation, both

positive and negative, of first-year elementary educators’ dispositions

toward diverse learners?

3. What are first-year elementary educators’ perceptions of their

performance as culturally responsive teachers?

Approach to Inquiry

A cross-case study was utilized in my research to identify common themes across cases in order to deepen comprehension of the phenomenon and to “transcend the particular in order to understand the general” (Miles et al., 2013, p.101). The compatibility of portraiture and case study is acknowledged in the words of MacDonald and Walker (1975):

Case-study is the way of the artist, who achieves greatness when, through the portrayal of a single instance locked in time and circumstance, he communicates enduring truths about the human condition. For both scientist and artist, content and intent emerge in form. (p. 2)

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Portraiture inquiry, in its quest to bridge ‘humanistic sensibilities and scientific rigor,’ enhances the traditional case study process (Lawrence-Lightfoot, 1983). Utilizing portraiture in this study added richness and depth to the documentation of the lived experiences of participants, as well as the social and cultural contexts in which they operate. Yin (1994) classifies portraiture as case study, since the goal of the case study researcher is to be free to ‘tell it like it is’ and Merriam (1988) also classifies portraiture as a case study approach. Case study methodology supports in-depth exploration of an issue within a defined context (Yin, 2014). In this research, the defined case is bound in place and time as it is confined to first-year elementary educators employed in Colorado school districts with diverse student populations, who received their educator preparation from a regional, mid-sized public institution of higher education (Creswell & Poth,

2017).

The encapsulation of portraiture inquiry is the blending of the aesthetic within the doctrines of social science research, as well as a blending of qualitative research methodologies to include life histories, naturalistic inquiry, and ethnographic methods

(Dixson et al., 2005). Portraiture “seeks to record and interpret the perspectives and experiences of the people they are studying, documenting their voices and their visions, their authority, and knowledge” (Lawrence-Lightfoot & Davis, 1997, p. xv). The portraiture lens provides the researcher an insider view through which to weave a tapestry of each participant’s lived experiences (Lawrence-Lightfoot, 1983). This insider view includes the personal, societal, and political contexts in which the phenomenon under study is situated (Gist, 2014).

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The use of portraiture in educational qualitative research was first applied by

Lawrence-Lightfoot (1983) as a research design employed to capture the character and culture of six exemplary high schools throughout the United States. The objective of portraiture in research is the marriage of artistic expression and scientific rigor to create an aesthetic whole (Lawrence-Lightfoot & Davis, 1997). Lawrence-Lightfoot draws a parallel between a social scientist investigating a subject and an artist painting a portrait.

Like an artist, the portraitist delves beneath the surface to reveal the essence of that which is being investigated and unveils the unseen using a “critical and generous perspective – one that is both tough and giving” (Lawrence-Lightfoot, 1983, p. 6). The portraitist, with empathy and generosity, co-creates with the research participant a complex, dynamic, picture of the human experience, positioned in the social, political, and cultural context in which it exists (Gist, 2014). The portrait created in not limited to the present, but rather embodies the past and anticipated future (Lawrence-Lightfoot, 1983). Through this lens the researcher, or portraitist, provides the reader with enhanced understanding and a deeper connection with the phenomenon under study.

Lawrence-Lightfoot and Davis (1997) believe that rigor, subjectivity, aesthetics, and art are not mutually exclusive. In qualitative research the researcher is the critical instrument rather than a quantitative questionnaire or survey (Richardson, 2003). Unlike traditional qualitative research, portraiture aims to represent participants through a subjective, empathetic, and critical lens. It embraces partiality by acknowledging the portraitist’s emotional, spiritual, psychological, and physical presence in the research

(Lawrence-Lightfoot, 1983).

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Qualitative researchers, such as Eisner (1998) and Richardson (1990), advocate for conducting educational research through an artistic lens to expose the complexity of life while critically examining portrayed events (Dixson et al., 2005). Qualitative research is the weaving of meaning throughout the entire text versus a quantitative research approach, which can summarize findings in tables (Richardson, 2003).

In addition to the artistic lens applied to portraiture, a unique feature of portraiture is its search for the “goodness” existing within the human experience. While most other approaches to qualitative educational research remain limited to exposing malfunctions in the educational system, portraiture seeks to celebrate the “goodness and ugliness” existing within educational experiences (Lawrence-Lightfoot, 1983). Portraiture seeks to uncover strengths in the participants’ experience, rather than focus on deficiencies, while acknowledging both always coexist. Portraiture does not define an individual or institution by the presence of weakness, but rather draws meaning from how an individual or institution manages those weaknesses. Portraiture recognizes that goodness can move beyond an individual’s or institution’s current experience to include progress made and direction headed, unlike other research methodologies which often define the success or failure of a school using a snapshot in time (Lawrence-Lightfoot, 1983).The broad vision of goodness embodied in the portraiture methodology does not aim to reduce standards of excellence in educational research, but rather, in the words of Lawrence-Lightfoot

(1983):

Seeks to formulate a view that recognizes the myriad ways in which goodness gets expressed in various settings; that admits imperfection as an inevitable ingredient of goodness and refers instead to the inhabitants’ handling of perceived weaknesses; that looks backward and forward to institutional change and the staged quality of goodness; that reveals goodness as a holistic concept, a complex

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mixture of variables whose expression can only be recognized through a detailed narrative of institutional and interpersonal processes. (p. 25)

A cross-case study provides a forum in which to extend understanding derived from the single case to a greater issue (Creswell, 2015). The greater issue of this study, the need to comprehend first-year educators’ dispositions toward diverse students and performance as culturally responsive educators, extends beyond this specific case. The findings in this study add to the existing research informing practice and policy in teacher education programs and provide insight to school administrators in regards to effectively supporting educators during their first-year of practice.

Research Setting

The participants in this study are graduates of a newly implemented education degree, a BA in Inclusive Elementary Education. A focus of this degree program is the preparation of educators to teach culturally and linguistically diverse students. The program is situated in the College of Education in a four-year public institution in the state of Colorado. By intentionally focusing on graduates from this specific program, there was little or no variation in terms of courses completed for the degree, the university environment and culture, and the availability/non-availability of student support services.

The undergraduate enrollment at this mid-sized university is approximately

12,000, of which 13% are active duty military or hold a veteran status, and approximately

25% of the undergraduates are over the age of 25. The racial demographics of the students attending the school are: almost 70% White, approximately 15% Hispanic, 4%

Black, 3% Asian, 7% more than one race, 1% international, and the remaining 2% unknown. The gender distribution of the university is 48% male and 52% female. The

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College of Education serves approximately 1,100 undergraduate and graduate students and offers several degrees and licensure programs. During the 2018-2019 school year nearly 100 students sought a teaching licensure in elementary and secondary education.

Approximately 75 students earned their degree in Inclusive Elementary Education.

Ninety-two percent of the students receiving this degree were female and 85% were

White, 8% were Hispanic, and 7% were Black.

This four-year undergraduate degree, Inclusive Elementary Education offers multi-credential licensure, including an endorsement in Cultural and Linguistic Diversity

(K-12) and an endorsement as a Special Education Generalist. To offer a CLD endorsement a university must present an approved program to the Colorado Department of Education. This program includes multiple courses, assignments, a minimum number of hours of field experience with culturally diverse students, and a cumulative portfolio demonstrating acquired knowledge and understanding of educating diverse students. The approved content in CLD courses emphasizes the relationship between learning and culture, cross-cultural communication, teaching strategies to advance language acquisition, and culturally responsive teaching. The Special Education Generalist (5-21) endorsement is gained through multiple courses which emphasize strategies to teach students within an inclusive school community. Examples of required courses are

Designing Transitions & Inclusive Futures and Teaching Students with Complex Support

Needs.

Embedded within the scope and sequence of the degree are courses and field placements aimed specifically at developing future teachers’ abilities to educate diverse students. Examples of coursework meeting program requirements in the first two years

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are a foundational course in the historical, philosophical, and sociological foundations of education, and a course that focuses on the role of schools in a diverse, contemporary

American society. From a national perspective, these courses represent the current state of American education as teachers are expected to understand the multiple dimensions of diversity and the impact of diverse student populations within today’s schools. In their third-year of preservice education, students complete two semesters of field placement and observation, primarily in diverse school settings, to gain further insight into effective teaching practices and provide an opportunity for hands on experiences with students.

Within the university classroom, they are required to complete courses in second language acquisition, language and linguistics, and designing transitions. The fourth-year, also termed the professional year, has students in a local classroom working with an experienced, mentor teacher. In nearly all instances, these field placements are in districts serving a large percentage of diverse learners and pre-service teachers must meet minimum hour requirements with English language learning students. In order to complete required coursework, elementary pre-service educators are typically enrolled in four methodology courses during the fall term, while spending two-and-a-half days at their field placement site. To provide greater exposure to various grade levels within the elementary school, students generally spend one quarter in a primary grade (K-2) and one quarter in an intermediate elementary grade (3-5). During the spring semester students are required to spend five days per week in either a primary or intermediate elementary classroom as they complete their summative field experience (e.g., student teaching).

Throughout the professional year students are guided and supported by their clinical teachers and participate in required weekly seminars given by university supervisors.

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Research Sample

For this study, purposeful, maximum variation sampling was used (Creswell,

2007; Patton, 2002). The aim of purposeful, maximum variation sampling is to provide the greatest opportunity for multiple perspectives impacted by setting, building culture, and student populations within a small sample (Creswell, 2013). Choosing this type of purposeful, non-probabilistic sampling strategy helps ensure that any emerging themes I might find would emerge from a heterogeneous, although small sample (Creswell, 2007).

In this study I enlisted first-year teachers of varying races, ethnicities, socioeconomic groups, as well as gender identities.

First-year educators from elementary schools within districts located in southern

Colorado with diverse student populations make up the study sample. Specifically, five first-year elementary educators, teaching in a variety of primary elementary grades were recruited utilizing chain, or snowball sampling. The small sample size is justified when employing portraiture inquiry as its quest to illuminate the complexities of the human experience is deep and thorough (Lawrence-Lightfoot & Davis, 1997). It requires the development of relationships which are imbued with mutual trust, respect, and sharing, and therefore as few as one participant is commonly used in portraiture methodology.

Further, available literature on portraiture reveals that despite using a small number of participants the depth and breadth of the data collected allows for the exploration of varied experiences (Moran, 1998; Rivera, 2006; Semon, 2009; Torcivia, 2012). In addition, in adherence to established ethical standards, it would be inappropriate to collect more data than is possible to use (Torcivia, 2012).

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Data Collection

The reliance on multiple data sources, characteristic of case study, results in the ability to validate data through triangulation (Yin, 2014) and provide a forum in which to investigate and explore a phenomenon using cases in a real-life context (Creswell, 2013).

In order to explore first-year educator dispositions toward diverse learners and self- perceptions as culturally responsive educators, it was necessary to conduct multiple in- depth interviews with each participant (See Appendix A for interview protocols). In addition to the interviews, participants were asked to complete three focused journal entries (See Appendix B for journal prompts) as well as create two pieces of self- constructed artwork as symbolic representations of their relationship with, and approach to teaching diverse learners (See Appendix C for artwork guide). Approval from the

Institutional Review Board for this research is presented in Appendix D.

The interview protocols, journal prompts, and artwork guide is suffused with the theoretical frameworks undergirding my research. Critical race theory served as a foundation, as all data collection in my study assumed the existence of racism, both on an individual, and institutional level. The tenets of culturally responsive education provided the benchmarks for effective teaching of diverse students and served as a means to raise participant awareness and competence as educators of diverse students. The theory of social constructionism was applied as a means of understanding the knowledge formation of participants and the transformative learning theory was used in collecting data demonstrating the process of change. Table 1 below outlines the alignment of data sources to research questions and theoretical frameworks.

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Table 1

Alignment of Data Sources to Research Questions and Theoretical Frameworks

Data Source Items Correlation to Correlation to Theoretical Framework Research Questions

Interview 1 Q 4 Culturally responsive education Research Question 1 Q 5, 6 Social constructionism Research Question 1

Interview 2 Q 1 - Critical race theory Research Question 1 6 Social constructionism

Interview 3 Q 2, 3, Transformative learning Research Question 2 4, 5 Social constructionism Research Question 2 Critical race theory Q 4, 5, Social constructionism 6 Interview 4 Q 1, 4 Culturally responsive education Research Question 2 Q 2, 3, Transformative learning Research Question 3 5 Interview 5 Q 1, 2 Culturally responsive education Research Question 3 Art Work 1 Culturally responsive education Research Question 2 Critical race theory Research Question 3 Social constructionism Transformative learning

Journal 1, 2, 3 Transformative learning Research Question 2 Culturally responsive education Research Question 3

Interviews

Interviews, one of the most important sources of data collection in portraiture and case study, were utilized to discover participants’ dispositions toward diverse learners, perceived performance as educators of diverse students, and noted introspection on the

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formation of the aforementioned beliefs (Yin, 2014). Interviewing was used to allow discovery of how participants organize their experiences and create meaning in their worlds (Hatch, 2002). Deliberate and focused interviewing in portraiture is a necessity as the researcher listens for emerging stories in the words and experiences of participants

(Lawrence-Lightfoot & Davis, 1997). The stance of the researcher in portraiture evolves from one who listens to one who interacts (Lawrence-Lightfoot & Davis, 1997).

Five first-year teachers participated in five, 60 to 90-minute interviews. This time frame and frequency allows participants the space to provide depth and breadth to their experiences as they recall and share them with the researcher (Lawrence-Lightfoot,

1983). The importance of the study to further understanding of dispositions toward diverse learners was thoroughly explained to participants to ensure, and help build, their level of commitment. To compensate participants for their time, an Amazon gift card in the amount of $75.00 was provided.

Each of the interviews was conducted through a portraiture lens with a specific focus. Interviews began in February of 2020 and continued through mid-May of 2020.

The onset of the COVID-19 pandemic changed the context in which my interviews were conducted. While I had hoped to conduct the majority of interviews in person, I was forced to conduct the last three rounds of interviews via video conferencing and phone.

This change, however, proved to provide participants with additional time to spend interviewing and satisfied their need to communicate their experiences with me, an objective listener. The occurrence of the pandemic and its influence on the participants is discussed in depth in Chapter 5. The first interview explored professional and personal experiences since beginning their first-year. The second interview sought to gain an

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understanding of how participant’s schema surrounding diverse learners was created through early personal and academic experiences. The third interview concentrated on course work, faculty, and influential factors during college years. The fourth interview continued to focus on participants’ personal and professional experiences with diversity and discussed the changing context of the post COVID-19 world. The fifth interview examined participant’s perspective of their performance as culturally responsive educators during their first-year of teaching and focused on how participants were educating their students following school closures due to the pandemic. By following the chronology of their life experiences, I obtained data to enable the creation of a portrait depicting how their experiences, past and present, shaped and continue to mold their dispositions toward diverse learners and perceived performance as culturally responsive educators.

At the start of the first interview, the purpose of the study was reviewed, and each participant was given a letter of informed consent to read and sign. It was further explained that the interview would cease, or a question would be skipped, at the participants request if at any time during the interview they became uncomfortable.

Participants were also asked for their permission to record the interview and were asked to choose a pseudonym to maintain confidentiality. Measures to assure confidentiality, in addition to choosing a pseudonym, were discussed with each participant. These included the deletion of recordings following the transcription of the interview, the anonymity of the elementary school and teacher preparation program in the study, and the maintenance of all collected data on a password encoded computer. The interviews were conducted using a semi-structured format, lasting for approximately 60 to 90 minutes. A semi-

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structured format allows for flexibility and a more natural dialogue between researcher and participant. Interviews were transcribed using the online program Rev.com, with intentionality to maintain the integrity of the participants’ responses. The first two rounds of interviews were scheduled based on the availability of the interviewees, at a mutually agreed upon location and the final three rounds were scheduled electronically at the participants’ convenience.

To better understand and formulate my interview process I relied on the research of portraiture methodologists Lawrence-Lightfoot and Davis (1997). Further, I incorporated the underpinnings of my theoretical frameworks, critical race theory, theory of culturally relevant education, social constructionism theory, and transformative learning theory, to help anchor the data collection process in both theoretical and authentic contexts.

Journals

Participants were asked to respond to three journal prompts (See Appendix B).

Journal entries, completed electronically, were utilized as an additional data source to capture emotions and experiences of the participants, especially those which may be uncomfortable to share face-to-face. Journals provided participants with a means of deep reflection and is an influential method to recount lived experiences (Clandin & Connelly,

2000). The prompts were created to unveil the current interactions and relationships participants have with students and colleagues, as well as provide a forum for participants to reflect on their dispositions and perceptions as culturally responsive educators. In addition, participants were asked to connect their current experiences with their own educational autobiography. The act of writing and reflecting upon one’s own educational

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autobiography allows both the researcher and participant the opportunity to understand how lived experiences impact educating diverse students (Powell et al., 1996).

Artwork

Qualitative research embraces various forms of representation in both data collection and presentation and broadens the view of what it means to “know” (Eisner,

1998). An additional form of data, as suggested by Lawrence-Lightfoot and Davis (1997) and Eisner (1998), is artwork. The qualities embodied in art inform and reveal a new way of understanding often unseen through the use of words, and challenge the researcher to engage with data in unforeseen ways (Eisner, 1998; Simons & McCormack, 2007). The use of artwork in qualitative inquiry must be purposeful and add another layer to participants’ portraits, rather than used as a novelty (Eisner, 1998). The use of artwork in this study presents a visual narrative of participants’ lived experiences in working with diverse learners and serves as an additional form of triangulation to increase the credibility of my study. The criticism of the artwork, what Eisner (1998) has termed

‘connoisseurship,’ provides others the ability to see the qualities inherent in a work of art.

This visual narrative shed light on the unstated essence of the phenomenon under study and enriches the portrait being created (Lawrence-Lightfoot, 1983). Each participant created an art piece either by hand, using any medium desired, or computer generated.

All artwork was returned to participants upon request. Guidance to participants for completing artwork is contained in Appendix C.

Documents

Document collection in a case study is used predominantly to corroborate and supplement evidence obtained from other means of data collection (Yin, 2014). To

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provide further understanding of the case I obtained documents both physically from participants, and digitally, from the university. From participants I collected samples of teaching materials used in their classroom to further culturally responsive goals. I attained the framework of course requirements to meet the Inclusive Elementary

Bachelor of Arts Degree, as well as the scope and sequence of required courses within the program from the university website.

Impressionistic Records

During all phases of data collection and analysis, memos, or ‘Impressionistic

Records’ as they are termed in portraiture, were used to prevent the loss of detail and for discovering and formulating observations and interpretations of data (Strauss, 1987).

According to Strauss (1987), memoing records internal dialogue as the researcher considers connections and formulates key themes. Keeping impressionistic records also provides a forum to review arising dilemmas, shifting perspectives, and emerging ideas

(Lawrence-Lightfoot & Davis, 1997). Impressionistic records for this study were recorded both by hand and electronically during all phases of data collection and analysis.

Data Analysis

The primary processes of analysis in portraiture inquiry include: Context, Voice,

Relationship, Emergent Themes, and the Aesthetic Whole (Lawrence-Lightfoot & Davis,

1997). These distinct features of portraiture analysis, together with an iterative coding process outlined by Miles et al. (2013), were applied in my data analysis. The coding process, presented in detail in a subsequent section, first utilized elemental and affective methods, both inductively and deductively, as a foundational base, followed by pattern coding used to synthesize previous codes and themes (Miles et al., 2013). Though the

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process is presented in a linear fashion, processes in analysis were completed multiple times, in a cyclical process.

The analysis of data in iterative cycles enabled the development and refinement of emerging themes (Lawrence-Lightfoot & Davis, 1997; Miles et al., 2013). This process is represented in Figure 2. The development of a portrait involves five essential features:

Context, Voice, Relationship, Emergent Themes, and the Aesthetic Whole. Each of these features are incorporated in the data analysis process and provide a structural base for the formation and creation of the portrait. A description and implementation plan for each of these five features is presented in the following section.

Figure 2

Portraiture Components in Data Analysis (Lawrence-Lightfoot & Davis, 1997)

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Context

Context is an influential aspect of portraiture inquiry and is referred to as

“framing the terrain” (Lawrence-Lightfoot & Davis, 1997, p. 41). Describing the human experience through the understanding of internal, personal, and historical contextual factors enables the researcher to create a meaningful portrait. Lawrence-Lightfoot and

Davis (1997) suggest beginning with a broad description of the context and gradually narrowing the focus to specifics. The first level, the internal or physical setting, provides a detailed description of the physical setting in which the study takes place, enabling the reader to feel as though they are there (Lawrence-Lightfoot & Davis, 1997). The second level, personal context, refers to the perspectives and biases of the portraitist. It explicitly defines the “perch” on which the researcher sits clarifying the place and stance through which scenes are selected, and interpretations made. The third level, historical context, is

“the origins and evolutions of the organization and the values that shape its structure and purpose” (Lawrence-Lightfoot & Davis, 1997, p. 52). This level moves beyond the signs and symbols of the physical setting and moves toward the historical culture of an organization. The portraitist is advised to pay close attention to an existing dichotomy between external physical symbols and the existing internal culture (Lawrence-Lightfoot

& Davis, 1997). The portraitist considers the internal, personal, and historical contexts when introducing the portrait.

Implementing Context

Lawrence-Lightfoot and Davis (1997) describe strategies to be implemented when presenting context in portraiture. In each portrait I include context as it is located in literal space and time (internal context) through the inclusion of demographics as well as

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a physical description of the participants’ surroundings. Personal context, determined by the researcher’s particular background, agenda, and presence is integrated throughout each portrait in both dialogue with participants and in my commentary on participant statements. Lastly, historical context is included in exposing the cultural environment of each participant’ workplace, in addition to the cultural journey of each participant. This allows for the evaluation of the connections between researcher predispositions and the participant’s realities. A researcher must continually ask the methodological questions:

How does this line of investigation shape the product? How does product shape the process? Portraitists must take time to reflect on their personal contextual frameworks and have clarity in how this framework shapes expectations and assumptions. The interjection of researcher voice, when it acts to illuminate an aspect of the phenomenon under study, invites the reader to actively participate in the journey of discovery.

Voice

Voice in portraiture refers to the voices of both the researcher and the participant as data is collected and analyzed. Inclusion and elaboration of voice in portraiture is necessary as it serves as a further interpretation of events. “Voice is the individualistic impression of the researcher on the portrait” (Lawrence-Lightfoot & Davis, 1997, p. 106).

This voice can be one of agreement, questioning, or dissension. This allows the voice of both the writer and the participant to be a part of the narrative (Lawrence-Lightfoot &

Davis, 1997). While the researcher’s voice is always present it is disclosed and carefully controlled in an attempt to keep the voice of the participant primary.

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Implementing Voice

The methodological questions the researcher must ask in implementing voice are:

How, and to what extent, does the disposition of my voice inform the product? How does the articulation of my voice inform and clarify, not mislead, the process? Answering these questions throughout helped guard against the product becoming a self-portrayal.

Lawrence-Lightfoot and Davis (1997) also discuss the six different modalities of voice, described as interpretation, preoccupation, witness, autobiographical, other voices, and dialogue. Each modality shapes and informs the portrait and each is present and visible at differing levels throughout the portrait. As the portraitist moves from “thin to thick” description the interpretive voice, which seeks meaning, is present. The researcher’s interpretive skills are at play even in what Geertz (2008) terms as “thin” description.

Interpretive voice, therefore was utilized throughout the process of my study. Voice as preoccupation is a result of the portraitist’s interests, knowledge, and experience. My commitment to social justice and equity in education, along with my experiences and knowledge as a veteran elementary educator are present throughout this study. The autobiographical voice, in addition to being present below in my positionality statement, is situated within the final portrait exposing the lens through which I interpreted gathered information. The voice in dialogue, and that of ‘others,’ existed in this study as the I listened for sound and meaning during interviews and interactions with each participant.

Voice as witness is demonstrated in the portraitist’s outsider stance and as such is present in participant’ portraits. Voice within each modality should be chosen purposefully and consciously (Lawrence-Lightfoot & Davis, 1997).

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Relationship

The relationship between the researcher and participant in portraiture is of great significance. Successful relationship building is required for all aspects of portraiture.

This relationship must be respectfully negotiated, and renegotiated as researcher and participants navigate intimacy, trust, boundaries, reciprocity, and authenticity of their communication (Lawrence-Lightfoot & Davis, 1997). Portraitists view relationships as a connection to knowing self, others, and knowledge. Unlike traditional social science research which advocates for relationships that are distant and formal, the belief in portraiture is that having empathic, close relationships with clear boundaries is a more ethical stance and yields deeper, more authentic data. Oakley (2003) states that it is only through authentic relationships that authentic findings emerge. Authenticity in portraiture begins with the search for goodness. Holding this generous stance in the relationship seeks to discover strength, resilience, and creativity in participants and allows for the concurrent discovery of weakness and imperfection existing in all human beings. This relationship does not seek to idealize or sugar coat experiences, but rather provides for the emergence of a portrait that presents the complex truths of the human experience.

Implementing Relationships

Researchers must remain empathetic, flexible, and cognizant of their goal to provide the participant the opportunity to comfortably and authentically share their thoughts. The portraitist has multiple roles as the relationship with participants develops.

At times the researcher is the inquirer posing difficult questions, a mirror for the pain, suffering and victories endured, a confidant and companion on the journey, listener and spinner of the stories being told, and manager of the process (Lawrence-Lightfoot, 1994).

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In each encounter with participants I took steps to ensure each participant felt safe to share authentically. I achieved this risk-free environment through providing each participant with my undivided attention, always nodding acceptingly and being particularly careful to avoid showing negative judgement. I was actively engaged in all discussions sharing embarrassing moments and consequential learnings of my own. My search for goodness, that of recognizing the participant as a rich source of knowledge and the best authority on their own experience enabled me to celebrate the strengths and accomplishments of the participant while allowing for the expression of vulnerability and weakness. In addition, as a seasoned teacher I was able to connect to the experiences of my participants and express true empathy. I carefully attended to boundaries by maintaining focus on the research questions and steering the participant back to the line of inquiry. Reciprocity was offered to participants who were giving of their time and energy through monetary compensation as well as an opportunity for participants’ clarification of experience, rejuvenation, and an acceptance that is derived from feeling heard.

Emergent Themes

As the portraitist engages in an iterative process of collecting, organizing, and analyzing the data, both inductively and deductively, a thematic framework which leads to the construction of the portrait begins to emerge. Themes are explored while taking great care to preserve the individual participant’s unique perspective. The portraitist explores data, mining for overarching symbols, metaphors, and commonalities in an attempt to bring coherence to what may by others be viewed as discord (Lawrence-

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Lightfoot & Davis, 1997). The interpretation and analysis of data is purposeful and empirical while simultaneously retaining the aesthetic in the formation of the narrative.

Propositions, to be proved or disproved, are not present in portraiture. Rather the portraitist clearly presents their “voice of preoccupation,” also referred to as anticipatory schema or positionality, stating their intellectual, ideological, and autobiographical themes which they bring to the research (Lawrence-Lightfoot & Davis, 1997).

Acknowledging the existence of such views in portraiture does not diminish or distort the view of the researcher, but rather makes the portraitists “lens less encumbered by the shadows of bias” (Lawrence-Lightfoot & Davis, 1997, p. 186).

Implementing Emergent Themes

My coding process for data collected, including interviews, journal entries, documents, and impressionistic records, was informed by Miles et al. (2013). According to Charmaz (2001) coding is described as the connection between data collected and assigned meaning of said data. Data analysis occurred concurrently, in iterative cycles, with data collection to facilitate the creation of new directions for inquiry and to expose possible gaps in data collection (Miles et al., 2013). During each encounter with participants I completed impressionistic records which noted patterns, themes, and observations in response to research questions.

First cycle coding, the first step in data analysis, was both inductive and deductive, utilizing theoretical frameworks and research questions to help focus my analysis. First cycle coding in my research included descriptive, process, and values codes. The codes were first created inductively, followed by deductive coding through the lens of the theoretical frameworks’ CRT, CRE, social constructionism theory, and

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transformative learning theory. During the first pass descriptive codes, which allowed me to summarize large amounts of data into a word or a short phrase and establish topics and categories to be explored, were identified (Miles et al., 2013). Examples of descriptive codes include classroom demographics and building culture. Process codes were then utilized to “connote observable and conceptual action in the data” and were useful in identifying changes in participant dispositions, and actions which are related to the passage of time (Miles et al., 2013, p. 75). Examples of process codes in my research include centrality of experience, self-reflecting, and peer interaction. Of utmost importance in my study was the use of value coding. Defined by Miles et al. a value is the importance we contribute to ourselves, others, and ideas; an attitude is the perspective we have about ourselves, others, and ideas; and a belief is part of a greater system that includes personal knowledge, experiences, opinions, prejudices, morals, and other interpretations of the social world. In my research value codes, such as macro aggressions and exhibited implicit biases, were used to identify participants’ dispositions toward diverse learners through their values, attitudes, and beliefs which were reflected as they shared their lived experiences.

During second cycle coding I worked with existing first round codes to develop pattern codes. Pattern codes emerged as themes, causes/explanations, relationships among people, and theoretical frameworks. The creation of pattern codes resulted in reducing the number of categories and themes which emerged in the first cycle (Miles et al., 2013). Identifying pattern codes during each round of interviews gave meaning to the individual pieces of data presented and refocused my later fieldwork. This process enhanced and clarified my understanding and structured the framework for cross case

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analysis (Miles et al., 2013). In portraiture, these themes may be nuanced and subtle, as the portraitists strives to maintain the integrity and complexity of human thought, action, and feeling (Lawrence-Lightfoot & Davis, 1997). A codebook was created electronically to reflect identified codes, themes, and patterns (Appendix E).

Data for each participant was analyzed separately to preserve each individual voice and enable the creation of individual portraits. Subsequently, using the same process, a cross-case analysis was conducted to identify common themes across cases.

This approach allowed for a deeper comprehension and understanding of the phenomenon and to “transcend the particular in order to understand the general” (Miles et al., 2013, p. 101).

All interview transcriptions were completed by the online transcription company

Rev.com. Dedoose Software Version 8.0.35 (2018) was utilized as a management and organizational tool for the analysis of memos, interviews, and journal data. The analysis of the participant’s artwork was completed collaboratively by both the researcher and participant during an interview. Corroboration between researcher and participant in extracting the meaning of artwork helped to ensure the authenticity of the participant’s voice (Lawrence-Lightfoot & Davis, 1997).

Aesthetic Whole

During the final phase of analysis attention shifts to the development of the aesthetic whole. In this phase the various parts are amalgamated to reveal an authentic portrait of the whole, likened by Lawrence-Lightfoot to “weaving a tapestry.” The creation of the aesthetic whole, the portrait, envelopes the convergence and blending of art and science. The dual motivations in portraiture, to “inform and inspire, to document

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and transform, and to speak to the head and to the heart” are embodied in the aesthetic whole (Lawrence-Lightfoot & Davis, 1997, p. 243).

The four dimensions in this process include conception, structure, form, and cohesion (Lawrence-Lightfoot & Davis, 1997, p. 247). The creation of the aesthetic whole begins with conception, identification of the “overarching gestalt” or big picture which frames the portrait. Next the portraitist creates the structure weaving together the themes which have emerged within the research, artfully creating form through the inclusion of emotion and nuance. Lastly, unity is achieved through the sequencing of events laced with “rhythmic repetition of images, insights, and use of metaphor”

(Lawrence-Lightfoot & Davis, 1997, p. 260).

Implementing the Aesthetic Whole

In creating unity within the whole, the portraitist must attend to resonance, identifying particular themes as part of the whole; coherence, creating a portrait in which the individual parts gain meaning through their interrelationship; and necessity, deciding what is to be included in the final portrait (Lawrence-Lightfoot & Davis, 1997).

Lawrence-Lightfoot and Davis (1997) suggest asking the following questions to in creating the aesthetic whole for the various parts:

• Has contextual information been included as clarifying introduction to and

edifying backdrop throughout the portrait?

• Has voice been sufficiently revealed and modulated so that it informs but

not distort the interpretation presented in the portrait?

• Have relationships been respected and faith kept with actors on the scene

throughout the shaping of the final whole.

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• Do the identified emergent themes resonate throughout the language and

culture of the actors on the site and do they adequately scaffold the

interpretation presented in the portrait?

The asking of the above questions may help thwart challenges that may arise for beginning portraitists such as myself. I answered the questions repeatedly during all phases of my research and in creating the final portraits. In each portrait I included contextual information including internal, personal and historical contexts. My voice was revealed throughout each portrait and carefully regulated to avoid the creation of a self- portrait. The relationship I forged with each participant was celebrated and exposed within the final portrait and each theme that emerged was an authentical derivation of participants’ language and culture. As suggested by Lawrence-Lightfoot and Davis

(1997) I avoided the tendency to utilize all the information gained from each participant and instead determined the necessity of what to included and exclude from the information gathered. The use of triangulation, as suggested by Lawrence-Lightfoot and

Davis, helped in determining the selection of included themes.

Trustworthiness

In all research, every effort must be made to insure rigor and validity. In qualitative research, Lincoln and Guba (1986) define the criteria of trustworthiness to meet these goals. The trustworthiness criteria set forth for use with qualitative research, parallels the validity, reliability, and objectivity utilized in quantitative research. The parallel dimensions of trustworthiness include credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1986). To ensure the quality of my research, I applied several dimensions of trustworthiness.

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Credibility was upheld through the protocols of triangulation, member checking, and peer debriefing (Lincoln & Guba, 1986; Stake, 1995). Triangulation refers to the process of cross-checking data from a variety of sources to test for consistency of findings (Lawrence-Lightfoot & Davis, 1997; Lincoln & Guba, 1985; Miles &

Huberman, 1994). According to Patton (2002) discovering consistencies across data offers “opportunities for deeper insight into the relationship between the inquiry approach and the phenomenon under study” (Patton, 2002, p. 248). Member checking included each participant in my study receiving a draft copy of their portrait for review following the completion of the interview phase, allowing for verification of accuracy and authenticity. Each participant was actively involved with the researcher in the analysis of their artwork, and as such meaning was mutually agreed upon.

“Thick description” combines imagination and interpretation in the “researcher’s constructions of other people’s constructions of what they are up to” (Geertz, 1973, p. 9).

The use of “thick description” through the creation of a well-developed, thorough, narrative about the contexts of the case, was employed to assure transferability (Lincoln

& Guba, 1986). Describing the various contexts of the case under investigation, enabled readers to decide the transference of my findings. Dependability was satisfied through the creation of codebooks, audit trails, and a review of qualitative data and findings by a colleague uninvolved with the research project but fully versed in qualitative research and the phenomenon under investigation (Creswell, 2017). Further, questions to use for determining the meaning of artwork was provided by a licensed art therapist.

Dependability was also satisfied through triangulation in the creation of individual participant portraits and a separate combined, universal portrait. Confirmability was

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achieved through providing transparency in methods, triangulation, and a statement of positionality, as well as, a clear explanation of how conclusions were reached.

Positionality Statement

Positionality of the researcher has a unique place in portraiture inquiry. In portraiture, the researcher assumes “a more active, engaged position in which one searches for the story, seeks it out, and is central in its creation” (Lawrence-Lightfoot &

Davis, 1997, p. 9). As such the researcher has an obligation to explicitly state “from where I sit, this is what I see; these are the perspectives and biases I bring” (Lawrence-

Lightfoot & Davis, 1997, p. 50). Though the findings in this research are based on the lived experiences of the participants, their interpretation is in part based on my positionality as the portraitist (Gist, 2014). The intertwining of the researchers’ voice is purposefully designed to provide the reader with a deeper level of understanding and empathy that may not be possible to achieve if one were writing as a dispassionate, disconnected observer (Lawrence-Lightfoot & Davis, 1997). Therefore, below I provide an in-depth, transparent account of the biases and experiences through which I interpret the lived experiences of participants and create their portraits.

To begin, I identify as a White, heterosexual, Cis female, mom, and PhD student from a middle-class family. I was born in Brooklyn, New York and spent my childhood, as well as most of my adult life, in the New York metropolitan area. I was the youngest of four children, raised in a predominantly White, middle-class neighborhood. My home life as a child was tumultuous, and my early childhood memories are filled with pain and trauma. My brother, 10 years my senior, began exhibiting signs of what we now know was schizophrenia when I was four-years-old. Chaos ensued as my parents did not seek

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help for my brother or the family. Screaming altercations, threats of divorce, and angry words were my evening lullabies.

My brother also struggled with his gender identity at a time when exploring one’s gender identity was an unacceptable exercise. As my own gender identity matched the gender identity I was assigned at birth, I had the privilege of never fully grasping how painful it must have been for him to be in his body. I never had to live the experience of being rejected by family or friends for who I was, and for the most part, always had both of my parent’s support.

I spent the first four years of elementary school as a selective mute, although undiagnosed as such at the time. My school days were spent quietly humming to myself, detached from my peers, teachers, and surroundings. I recall being sent to the nurse often by concerned teachers and failing countless spelling and mathematics tests. My mom was called in frequently but insisted to the teacher that I was fine at home, just shy in school.

She told me later that it was suggested I be taken to a psychiatrist. That never happened, it was the mid-1960s and mental health issues were simply not addressed. I think back to my experience of feeling invisible and I imagine how that experience is all too common for children of marginalized populations.

It was the grace and kindness of my fourth-grade teacher, Mrs. Groom, coupled with my brother moving out of the house, that altered the trajectory of my education, and therefore my life. Mrs. Groom was a first-year teacher filled with love and optimism. She believed in me and in her care I became visible. By the end of the fourth grade I was at the top of my class academically and speaking freely in social circles. There is a wide body of research that correlates and credits the teacher-child relationship in aiding a

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child’s academic growth and in helping the child overcome the impact of adverse childhood experiences (McCormick et al., 2013). I was indeed fortunate, as selective mutism, without proper intervention, often leads to lasting emotional, academic, and developmental impairments (Kristensen, 2000).

My parents tried their best during those difficult years. My dad, a graduate of a two-year technical school, had a successful career in mechanical sales. My mom was a stay at home mom with a high school education. Our suburban neighborhood was predominantly White and although my parents did not consider themselves racist, they were. At a very young age I understood to lock the car doors when traveling through a neighborhood ‘unlike’ my own and learned at home to be skeptical of people ‘different’ from myself. No words on this subject were explicitly stated, nor did they need to be, for me to perpetuate, without understanding, my White privilege.

For as long as I can remember it was assumed that my siblings and I would attend, and graduate from a four-year college. My mom who kept herself informed, and was super involved with the Parent Teacher Association, was able to help with college applications. My dad who worked hard, and was extremely conscientious with money, was able to finance the entire cost of my undergraduate degree. As a first-generation college applicant, I had the benefit of extremely involved parents, a positive predictor of first-generation access and success (McCarron & Inkelas, 2006).

I received my undergraduate degree in Political Science from the University of

Florida. I returned home to New York, fell in love, and by age 27 was the mother of two children. Perhaps I always knew, but it was at that age that I faced the ugly truth, I was married to a raging alcoholic. Proving incapable of helping himself and unable to stop

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drinking, I left. With my two-and four-year-old in tow, I set out on the task of providing for my family. I received no alimony and no child support. Even with an undergraduate degree, I was forced to work two jobs to make ends meet. Without the degree, my children may have become just another statistic. I fully acknowledge that my socioeconomic privilege as a child was the saving grace that had both afforded, and readied me for college. In addition, my positionality as a White woman, most probably afforded me the privilege of landing those two jobs. Had I been a woman of Color, the struggle to secure employment would have most likely been more difficult. And although this period of my life was trying and traumatic to say the least, I knew that when push came to shove, if I came up short on grocery bills, that my parents would step in financially and prevent my two children and I from starving….again, a luxury that a woman from a disadvantaged background may not be afforded.

By 30-years-old I was back at school as a part time evening student, pursuing a

Master Degree in Teaching. Three years later I had earned my graduate degree. I would like to boast that my reasons for choosing education at that time were altruistic, but that would be a lie. I needed a steady income, benefits, and schedule that would accommodate my children. More education was the answer to provide for the current well-being of my children and to ensure their positive future trajectory. Though I was responsible for the cost of tuition, assistance from my family made it possible for me to go back to school.

It was in my graduate program that I had the fortunate, metamorphic experience of finding my mentor, Dr. Mary Williams. Her field of expertise was character and multicultural education. We read books by Kozol and articles by McIntosh and Delpit, and as if a veil was lifted, my suburban, Long Island, White privilege was revealed. As

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her student, and later her graduate assistant, I experienced a transformation as a human being as I faced and conquered the resistance common in this growth. I grew in my learning to embrace the philosophy that educating a child’s heart was just as, or more important, than educating their mind. I also learned the painful fact that in my country socioeconomic status, race, and ethnicity largely determined the level and quality of education a child would receive. My aim was to inspire children to be better human beings, in every possible way. I was fortunate to be well-educated and determined to make a difference.

The possession of social and cultural capital landed me a teaching position in a tight market, a month before I graduated. It was in an advantaged, suburban, predominantly White elementary school, not exactly what I had in mind, but I was in no position to be picky. At the onset I questioned if I could be of better use in a school with less privilege. Before long, however, I realized the deep utility in bringing awareness and raising the social consciousness of those privileged students, for they seemed oblivious of their advantage and others around them. Each year I would design and create a classroom climate that embodied mutual trust and respect and fostered the goals of multicultural education. In an effort to promote social equity and character development I attempted to engage all students, as well as myself, in ethical analysis, critical inquiry, and higher-level thinking skills. I facilitated and participated in exercises and conversations that enhanced the understanding of the ethical, moral, and social dilemmas present within our society, including the issue of racism. This learning, though sometimes awkward and uncomfortable to navigate, was the most productive and fulfilling dimension of my teaching career. The students' response was overwhelmingly positive

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and the results were profound. Through the practices I employed in the classroom the promotion of character growth, cultural sensitivity, and awareness were being realized. I impacted and promoted change in my little corner of the world.

My passion for, and dedication to promoting goals of cultural sensitivity, appreciation of diversity, and social justice continued to grow stronger after I decided to leave my 25-year post as an elementary classroom teacher. I became hyper focused on the growing tensions surrounding the issues of social equity, race, and inclusion in our society, specifically within our schools. As I read articles and listened to the political discourse on possible solutions to relieving those tensions, I noticed that education, for the most part, was being left out of discussions. Three years ago, I enrolled in a doctoral program in Educational Leadership, Policy and Research. It was my hope that the insights I gleaned through 25 years of teaching in public education institutions would guide my inquiry and educational research projects. While completing the necessary coursework requirements for my doctoral degree I accepted a graduate assistant position which included supervising student teachers in their field placements and teaching undergraduate level education courses.

Both my past and current experiences have led me to the questions I seek to answer with this research. What lived experiences contribute to the formation, both positive and negative, and subsequent transformation of participants’ dispositions toward diverse learners? Understanding the formation and transformation of dispositions held by teachers toward young diverse learners, and providing teachers with opportunities to question what it means to be a culturally responsive educator is, to me, a first step in

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raising awareness and providing possible tools to promote positive dispositions among educators. I know this to be truth – it is my lived experience.

Limitations

Limitations are present in all research. Though limitations in portraiture inquiry do exist, proper research design can help minimize the impact of these limitations.

Portraiture is criticized by some as ungeneralizable (English, 2000), but embedding portraiture in a case study allows the researcher to conduct a cross-case analysis and identify common themes, thereby increasing the degree of generalization (Merriam,

1988). The use of portraiture inquiry, unlike other more traditional qualitative methods, embraces researcher’ subjectivity making the replication of the study difficult. However, ensuring quality research and analysis should result in consistency of theme identification through the lens of another investigator (Hackman, 2002).

Further, the findings in this study reflect only the voices of those participants wishing to participate in this case study and if other participants had been chosen the unfolding of their tapestry would have been different. In addition, the participants in this study were chosen from a single institution in a limited geographic location thus narrowing the generalizability, as they may have different perspectives than first-year teachers at other institutions, in other parts of the country. The findings in this study, therefore, due to their localized focus, may not be representative of all first-year teachers from other educator preparation programs.

In addition, while all participants voluntarily presented in-depth accounts of experiences related to educating diverse learners, their reporting is subject to the accuracy of their remembrances, and their willingness to share all pertinent details of their

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experiences. Though there may be existing limitations, proper research design allows for an enhanced understanding of participant dispositions and perceptions of themselves as culturally responsive educators.

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Chapter IV

PARTICIPANT PORTRAITS AND COMPOSITE THEMES

The following portraits illuminate data collected, drawing an aesthetic and descriptive depiction of the participants’ lived experiences and encapsulate the “essence” of each participant’s story. “In the implementation of the methodology of portraiture, as in the construction of a work of visual art, the significance of the details of presentation transport the portrayal beyond simple representation into the realm of expression”

(Lawrence-Lightfoot & Davis, 1997, p. 28). The voice of each participant serves as the tool that conveyed thought, emotion, memories, images, and visions of past, present, and future. As the researcher gathering, analyzing, and synthesizing data, by design my perspectives and experiences are explicitly and implicitly infused in each portrait. It is the responsibility of the portraitist to both “inform and inspire” holding the intention of

“instigating positive and productive change” (Lawrence-Lightfoot, 2005, p. 12).

Succeeding the individual portraits, a composite portrait, a tapestry drawn from aggregated participant data, is presented.

The five participants in this study were all graduates of the same midsized university in Southern Colorado and were first-year teachers employed in Title I districts serving diverse student populations. All five participants were transfer students, entering the University after completing a two-year program at various community colleges. The participants were employed in three schools within two districts. The demographic background of each district is included to further illuminate context.

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Participants

Stacey and Chris (pseudonyms) were employed in a southern Colorado district, outside of a midsized city, serving approximately 8,000 students. The student racial and ethnic population within the district was approximately 47% White, 28% Hispanic, 12%

Black, 10% Multiracial, 1% Pacific Islander, 1% Asian, and 1% Native American. Forty- nine percent of the district’s students received free or reduced lunch and the student teacher ratio was 17:1. The average salary of teachers in the district was $55,000, and

14% of the district’s teachers were in their first or second year of teaching. State assessment results for 2018 showed approximately 40% of elementary students were proficient or highly proficient in reading and 25% were proficient or higher in mathematics.

Elisia, Emily, and Lauren (pseudonyms) were first-year teachers in an urban district in Southern Colorado. The district serves approximately 12,000 students, of whom 76% are eligible for free and reduced lunch. The average teacher salary is $46,000, and first- and second-year teachers constituted over 33% of the staff. The district serves a diverse ethnic and racial population. Seventy-five percent of the district’s population are students of color: 50% Hispanic, 15% Black, 7% Multiracial, 2% Asian, and 2% Pacific

Islander and Native American backgrounds. White students in the district makeup 25% of the population. Results for the 2018 standardized tests reveal 40% of the students are proficient or higher in reading and 27% of the students are proficient or higher in mathematics.

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Table 2

Demographic Background of Participants

Location Prior to Race/ Current Teaching Participant Age Gender College Ethnicity Assignment

Elisia 25 Female Georgia Black CLDE/K-2 Stacey 32 Female Kentucky White 1st Grade Lauren 23 Female Arizona/Colorado White 1st Grade Emily 23 Female Colorado White 2nd Grade Chris 27 Male Louisiana White Kindergarten

Portrait of Elisia

Before the first time I headed to the elementary school at which Elisia worked, I stopped at the local supermarket for some lunch. Though the store name was the same as the grocery store in which I regularly shopped, I noticed that my usual lunch fare, a fresh salad from the salad bar, was not an option in this store located within a less-affluent part of the city. Less healthy options had become a familiar experience when entering grocery stores in lower socioeconomic areas. I arrived at Elisia’s elementary school, a large brick building with very few windows. The inside of the building offered greater warmth than the outer shell and there were brightly colored bulletin boards lining the halls. As I walked toward the office to check in, an orderly line of first graders marched passed me.

As I smiled and waved to the children, I noticed most were wearing red or white three button Henley shirts and I remember thinking, “There must a school concert today or a special afterschool program.” After checking in, I headed down the hall to meet Elisia for the very first time. She was a soft-spoken, young Black woman with a warm, kind smile.

I introduced myself and thanked her for her willingness to hear about my research

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project. I discussed the purpose of my research project and my desire to explore first-year teacher’s dispositions toward racially and culturally diverse learners. Upon completing my explanation, I asked if she would be interested in participating, and she said she would participate and thought the project was sorely needed.

As we were introducing ourselves at the start of our first interview, I asked Elisia what she thought of Colorado. She replied she thought it was nice and that the weather was better than her home state of Georgia. I agreed, but complained that, being from New

York, I found the state lacking in diversity. She grinned shyly and responded, “When I first moved here in high school my first impression was like, ‘wow, this is very White. I was like...Where are all the brown people?’” We both laughed together and shared our first moment of intimacy, trust, and truth. I could feel the connection we were beginning to forge and felt hopeful that Elisia would be willing to share her experiences openly and honestly. We decided to begin our first interview with her recent experience as a first- year cultural and linguistically diverse (CLD) teacher. I requested she start by telling me how she landed her first teaching job. Elisia shared that she was interviewed at a large job fair which had representation from all local school districts in the area. She revealed that she decided to interview in her current district because it was where she felt she had the best chance of getting a job. I asked why she thought that was the case and she responded,

I kind of feel like I couldn't really get a job at one of the better school districts – I am a person of color. I probably wouldn't be accepted because I'm not White. I don't know, maybe I'm just hard on myself. I feel like I wouldn't be picked if I did interview. I just felt like the better districts have higher standards, and they're rich, and I'm not rich or anything. If I was in the classroom, maybe parents wouldn't feel... Maybe they'd feel a type of way. I don't know.

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Of course, I was aware of the rampant institutionalized racism – I had chosen this research for just that reason – but sharing in this exchange with Elisia was jarring.

Wanting to express compassion and show empathy, I was immediately pulled to offer a personal recount of having been hired based on my Jewish last name in a predominately

Jewish school district but upon further thought I refrained – for as a White woman I had no parallel experience to what Elisia was describing. Instead, I assured her that I was hearing and honoring the voice of her lived experience and clearly stated there were no experiences in my life that could enable me to truly grasp the depth of her feelings. I expressed great appreciation for her honesty and for allowing me the opportunity to navigate – unsteadied at times – these unchartered waters. Elisia softly smiled. I asked her to please let me know if I ever misspoke or said anything offensive, though she agreed to let me know, I knew she probably never would.

Despite the warnings from her student teaching mentor and several college professors to not apply to the district that wanted to interview her, Elisia interviewed and landed her first teaching job. I asked why she thought people had told her to avoid the district and she replied, "Because they said the kids will be bad, since they're low socioeconomic schools. I'm thinking that's what their thoughts were.” I wanted to take the names of these so-called educators and report these people, but I knew there would be others like them waiting to take their place. Education and deepening the level of understanding among educators is the path to change.

Elisia was hired as a CLD teacher after interviewing with the principal of the school in which she is now employed. According to Elisia at the job fair where she interviewed the principal was “really nice and very welcoming,” but at the first team

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meeting she was all business and “she was just straight, how are you accomplishing that?

How are you doing this? What kind of data?" It was clear that the personality change did not please Elisia.

Elisia was charged with supporting 38 kindergarten and second grade English language learning students, the majority of whom spoke Spanish, many of whom were refugee children from Central America. In her journal entries and in interviews Elisia expressed a feeling of helplessness and lack of connection with many of her students as she herself does not speak Spanish,

I have no experience in it, and a lot of them only speak Spanish, and I only speak English. The other two CLD teachers speak at least some Spanish. It's been a very big struggle. I've told myself I will not take a position like this next year.

Elisia’s journal entries also expressed feelings of incompetence when trying to communicate with families of her students. Elisia depicted this experience in her artwork in Figure 3.

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Figure 3

Elisia’s Artwork

Note. The picture portrays an experience between Elisia and one of her Spanish speaking kindergarten students. The student would often get frustrated during writing lessons and end up in tears, Elisia unable to speak any Spanish felt helpless in her attempt to comfort the child.

When she communicated her inability to communicate with kids and their families to her administration she was told, "You shouldn't speak to them in their language. It doesn't matter if you don't speak the language.” Elisia watched frustrated and

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confused as her CLD colleagues who did speak Spanish were able to connect, communicate, and form bonds with their students and their families. Elisia worried that she had not helped the children in her charge.

As she navigated her first-year in the teaching profession, she found colleagues she could trust and developed methods and approaches that seemed to work with her students. Elisia recounted helping a child start to write by drawing on a method her aunt had used with her when she herself had difficulty writing. I found it interesting that she went back to her own childhood for answers rather than any preparatory coursework she completed the previous year at the university level.

Elisia thought for a moment and continued, “That's why their data stuff sucks, because you never know what a kid's going through and how they feel in the moment. I have to think, they're working with two languages.” I agreed that data points do not tell the whole story. She added, “It's frustrating sometimes when I work with them, how do I motivate these kids when they don't care or no one is saying how important this is?”

Though I was careful not to negate Elisia’s statements, I remarked that research has shown that one caring adult in a child’s life could make all the difference. I stated she could be that adult and Elisia seemed pleased at that realization.

Elisia went on to describe the culture of her building. She used adjectives such as

‘intimidating, stone faced, and scary’ to describe the administrators in her building.

In comparing the culture of her current building and the building in which she student taught, she shared that the administration in her current building was more critical and demanding of their teachers. Elisia cited, “They are even strict with the bulletin boards.

The teachers at the school that I student taught did their own thing. Here it's really strict.

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Almost run like a military.” I asked her to explain what she meant by military and she responded, “There are strict rules about everything for the kids and the staff.” Her statement reminded me of all the articles I had read describing “No Excuse” charter schools mainly instituted in lower socioeconomic neighborhoods that mostly serve students of color. These military-style charter schools often receive criticism from researchers for perpetuating a victim blaming mentality and for failing to post significant gains in student achievement (Cheng et al., 2017; Cohodes, 2018; Lack, 2009). Elisia continued, “Student teaching, I felt like the kids wanted to learn a lot. First off, it wasn't uniforms. Also, it was up to the teacher how they wanted to present things. I think it was pretty fun. There was a lot of flexibility and creativity.” Uniforms? I stopped Elisia and asked her to explain the uniform comment she had made. She reported that the students, both male and female, were required to wear a red, white, blue, or black shirt with either navy, khaki, or black pants, and girls can wear jumpers. Rhetorically, I asked if it was legal for a public school to require uniforms. I was saddened as I thought back to my first visit to Elisia’s school and how I thought the similar dress of the children indicated a special program.

I asked Elisia if she believed the way her building was run was serving children in the best way possible. She said she didn’t think so, stating the focus was solely on the data leaving little time for play and creativity, but reported the school had ordered some imaginative play toys for next year’s kindergarten. I asked about the demographics of the district in which she student taught; she reported the district did have some diversity but the majority of students were White. We chatted that we were happy to see they were

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bringing back some play to kindergarten and agreed the students needed it for their social emotional growth.

Two weeks later we met for our second interview at the same local coffee shop as the first. Elisia and I continued discussing her first-year experiences. Specifically, we discussed how her colleagues and administration approached working with a racially and ethnically diverse student population. I asked if during her induction program, or at any other professional development during the year, staff had received any direction, guidance, or training on how to effectively teach their diverse student population. The answer was a resounding no. There had been no mention of the diversity of the student body which they served. Elisia described the philosophy of the teachers of the students she serviced, she said, “some teachers are born and raised to think, ‘You've got to be tough with these kids,’ and sometimes I feel like it's hard because I don't want to be really mean.” I asked who ‘these’ kids referred to and her reply was the second-grade class at large. She explained that “these students didn't have structure last year or at home, we need to be more structured with them because they're going to think everything's a game.” When I asked if she believed this tactic was working, she responded with ambivalence,

I don’t know, I think so, I've seen both second grade teachers in action. There are some kids that still test them, and I don't understand why because they know the routines. I've seen one teacher really snap at them, and I was like, “Dang!” because they knew what they were supposed to do.

Elisia reflected for a moment and added, “It’s hard sometimes and you lose your patience. But I stop and think how else can I teach this?” I applauded her resistance to being ‘mean’ and we engaged in conversation regarding how every seven-year-old wants

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to be treated and how kids cannot learn if they are scared and do not feel good about being at school. Goodness unearthed.

In our third interview via video conferencing, Elisia and I decided to focus on her childhood and adolescence to explore how her lived experiences shaped her dispositions toward diversity. Elisia was raised as an only child outside of Atlanta, Georgia, by her mom. She considers the support and love of her aunts (one in particular) and her grandma as significant positive factors in her upbringing. Reflecting on her childhood, Elisia felt sheltered and recalled not being allowed to wear nail polish or makeup. She recounts being quiet and shy and recollected the difficult time she had in school. She considered herself a B student and reported mathematics as her biggest struggle despite being enrolled in Kumon for extra assistance. She recalled this being particularly tough since her family placed a high value on education,

They really thought it was important. Especially my aunt, she has her masters, the one who's now in education. So, she was like, “you need to go to college.” Every time I would pick a career she was like, "You won't get paid that much," or, "You'll feel back pain," because I wanted to be a hair dresser or masseuse. So, education was big.

Elisia and I explored discussions she and her family had around race; she recalled,

“my family taught me not to see colors. My mom was like, ‘Accept everybody.’ My grandma, and aunt I am close to, did too.” I had not expected this response and was not prepared to respond, so I moved on. I suppose I was surprised to find her family possessed continued love for races that had been so oppressive and unkind.

Elisia then spoke of the need for she and her mom to move to a different county after elementary school. The county in Georgia they had been living in had changed.

When I asked how the county changed Elisia explained that most of the White people

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moved out of the area and the schools in the county got bad. Again, I cringed. Elisia’s mom wanted her to attend a good school. She recalled her cousin had attended middle school in that county and been robbed of his shoes and digital music player. She paused and, as I resisted the urge to fill the uncomfortable silence, she continued,

We lived in an apartment, so it was kind of rough after a while because there were certain people that the cops would be after. There were just certain people you just knew you shouldn't talk to. The schools were good, until they started... It was unfortunate. Still, more Black people started moving in. Most of the White people left. So, my mom was like, "You're not going to middle school is this county." So, we moved out of that county to a better county where it was more diverse, and there were more White people, and Asians, and Hispanics.

I was unsure how to reply, but through my discomfort I managed the following question

“Can I ask honestly, as a woman of Color, to hear you say, ‘Some more Black people moved in,’ how does that... Really being honest, because I don't...” As I fumbled to find the right words, if they even exist, Elisia continued, “Yeah, well my mom, her thought process was, more ghetto people were coming. It's unfortunate because it's our own race and we're thinking that way, on those terms.” She explained that ghetto people referred to people that were “mainly lower... We were, kind of... We're not rich or anything, more like lower middle class but maybe lower socioeconomic type of people, maybe gangs or whatever. I don't know.” Elisia attended school in her new Georgia county through the end of her sophomore year in high school.

In her junior year of high school, she and her mom moved to Colorado. The decision was made based on the opportunity to receive a stipend toward Elisia’s college, a program not offered in Georgia. Elisia recalled thinking about race for the first time after moving to Colorado at age 16. She had not realized the lack of diversity she would find in Colorado. We spoke about racism and her lived experiences around it. Elisia

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confided she and her mom had not experienced blatant racism but that “you can tell how people feel about you. My mom and I would look at each other and say we’re not coming back here again.” Her mom enrolled her in a district serving a mostly White student population, believing the school would be better for her as “she doesn’t talk like most black people and because most Black schools are lower socioeconomic and considered ghetto.” Elisia described her teachers at her new high school as mostly White and

“neutral” about race. I thought the word neutral was an interesting way to describe a person’s relationship with race. She also shared that she had never had a teacher of Color, not even in Georgia. I asked her to describe her transition to her new high school in

Colorado and she replied that it took her forever to make friends and it was a really difficult first year. Elisia described the school population as predominantly White and while the teachers were ‘neutral’ the student body was not. She explained,

Well, they didn't seem so open. I sat at a lunch table, and there were three boys. Two got up and left. So, as I sat, one just stayed behind until his friends called him to join them. Most of that first year, during lunch I just sat in the library, because I like books. So, I would eat quickly and then just head to the library, and just sit. It's sad. That was too much.

Once again, I apologized for the world at large and once again it was not near enough. I asked how it felt being in school amongst people that were mostly White and she shared,

“I guess I was fine, because my mom always had mostly White friends, and I had some

White friends in Georgia, but most of my friends in Georgia were Hispanic.” Elisia was relieved to get through her first year of life in Colorado and stated that her senior year of high school was a bit better after she befriended some “nerdy” kids.

Our fourth meeting focused on Elisia’s college years. After graduating high school in 2013, Elisa went straight to the local community college. There she experienced

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slightly more diversity and had her first teachers of color. She stated, “It took forever for me to get out of there because I didn’t know what I wanted to do.” Her decision to become a teacher was greatly influenced by her aunt, a high school English teacher, whom she greatly respected. I asked her to recount courses she had taken that focused on diversity – either in general or as it related to teaching. Elisia spoke of an anthropology class she had, noting the professor was Asian, that was informative and interesting. She remembered the professor discussing how all humans were decedents of the Black man.

Elisia added, “I was thinking what the other people around the room thought about that.”

Elisia spoke of two classes in particular at the University that she believed handled diversity appropriately. Elisia recalled one assignment being of high value in understanding diversity,

I know we had a one class where we had an opportunity to experiment with how it felt not speak the language being taught, as an English language learner. We all got in groups there was sign language, someone spoke Russian, someone spoke Spanish, and the professor had a friend from Africa, and she was trying to teach people in an African language, I think it was Nigerian. I thought it was really cool. So, you kind of got to experience how that felt.

Elisia went on to describe another assignment where each student went somewhere where another language was spoken, a church or mosque for example, and wrote about the experience. Elisia explained that she took the assignment seriously and attended a church service given in Spanish. She recalled a woman from the church approaching her and asking if she needed help. She continued, “I guess I looked out of place. I was black. She just sat with me for the rest of the service and translated what the pastor was saying. She was really kind. I actually liked it.” I agreed it sounded like a meaningful assignment. Goodness unearthed!

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Our conversation moved to explore additional college courses she had taken that encompassed issues of diversity. Elisia expressed that she did have some recollection of discussions but none were productive and all were uncomfortable. Elisia spoke sadly of an economics professor who showed a video about a car salesman not wanting to sell cars to black people. She remembered thinking “What's does this got to do with economics?

But I didn't say anything because you know, I didn't want to single myself out.” I asked if the professor explained why the video was shown or if a discussion ensued about the morality of such practices, she reported no such discussions took place. I once again expressed my inability to understand how that would feel, all I could share was how uncomfortable she must have been, and how she just must have wanted the class to end.

She nodded her head emphatically. When asked if she felt the people in her class were looking at her, she said, “I didn't think they really cared and they were just sitting there.

They don't understand how it feels. They're just trying to get through college.” I asked her again if the economics professor gave the context in which he was showing the video and she didn't remember and added, “I just didn't like to feel that way. I didn't leave the discussion feeling like everyone thinks that was wrong or that things shouldn't be that way. I was just waiting for the conversation to be over.” When asked, she did state, “that it probably would have helped if the professor handled it differently, but he never did say anything clarifying like that.”

Elisia spoke of a political science class she took the fall of 2016,

A Latino in the class voiced concerns about Trump’s racism and then a White girl at the end of the class, went up to the professor and said it made her feel uncomfortable to have that discussion. I thought, “what the hell was she uncomfortable about?” There were no more discussions.

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I continued the interview by asking if she recalled any other conversations that took place in any of her classes regarding race. Elisia recalled one class where race had been discussed,

I was the only Black person in class. It was a male professor and he said "When I taught, I always had issues with Hispanic boys. They always gave me issues for some reason. I have to be honest," and there were some Hispanic people in there. He was like, "They always gave me issues."

She vividly remembered the response of an Hispanic girl in the class, "I always have problems talking with other Hispanic girls because I don't really identify with certain type of things they do." The professor continued, "What's another race of boys do you think could be really tough to handle?" Elisia remembered thinking that she knew the answer was Black boys. She continued,

No one else wanted to say it because they felt uncomfortable, because I looked around, I'm the only Black person. I was like, "I'll just say it, Black boys." He was like "Yeah." So, then we were presenting things and one of the groups was like "Do you want to talk about it?" Of course, I felt like I had to defend the entire Black race. I felt like I had to really like... It was uncomfortable. I would feel better if there were other Black people so we can all share opinions, but if I'm the only one...I just said no.

I was appalled that highly educated professionals chose to handle race in this manner and again apologized on behalf of all humanity I asked her if she would have felt differently if her classes were more racially mixed. She replied,

I probably would because it might feel more comfortable. I have no problem being in a class full of White people. But when it comes down to talking about racism stuff, I think it would be better to have a mixture so I'm not the only one talking.

I asked her opinion of what the professor had said, and she shared that she did not think the conversation was necessary. She believed that some Black boys can be rough but did not think it fair to include the entire population of Black boys. She added, “I don't want to

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be the spokesperson for the whole entire race, you know? When I'm the only minority in the class it puts me on the spot and I feel like so much pressure to choose my words carefully. I don't want to make the whole race seem wrong.” Again, I nodded empathetically though I could not know how she felt. She continued,

So interesting that if one Black person does something wrong, like kills one person, they think the whole race is like that. And I'm going to think that guy is crazy. If you have one Black person in jail, they think, “Oh my gosh, the whole race is like that.” So, it's kind of like I've really got to be careful with what I say. Another thing is that you know that the race has a lot of negative stereotypes and a lot of people denied their rights. So often it's uncomfortable to have the discussion. People think, “Oh, there must be something true about it.” Teachers just got to learn about the many things that may be uncomfortable to sometimes talk about. It's really hard.

Again, I reiterated that I could not possibly understand fully what she had to endure but restated her comments in an effort to make her feel heard and did my best to validate her feelings. I thanked her for sharing and expressed my hope that our work together may help facilitate meaningful conversations around racism.

We sat in silence for a few minutes, and then Elisia continued,

I know sometimes Black people in general, sometimes we just can't get along. You can't look at somebody, like glance their direction without certain ones snapping or giving you attitude. There's a stigma that a lot of Black women have attitude and are ghetto and loud. There are some girls who have that and some like me that's not like that.

I asked if she thought that was true of all races and shared that I knew a lot of nasty

White girls too. Elisia laughed, surprised at my candor and thoughtfully responded,

“Every race has racists and every race has some ‘attitudey’ people. Then, certain races are more racist to Black people, too. I'm like I don't know what I did to them.” I sorrowfully shook my head and said. “You did nothing!” She continued,

And there's that stigma about not having Black fathers, too. It's also people think a lot of Black people aren't smart as well. You don't know what people are going

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through. So, there's a lot of preconceived stuff about certain people, which is unfair.

I emphatically agreed and did share that as a single mom myself people often had preconceived ideas about my children, but as I uttered the words, I immediately wanted to take them back for I knew there was no comparison. She completed her thought,

“That's why I try not to judge people, because you never know.”

I ended the interview by asking her what she would like to communicate to her past professors, she responded, “I think open conversations would be helpful. Nothing offensive, but I believe it's good to be honest. Knowing where someone stands, I can't change anyone's opinion, but at least if I know where they stand, then I know.” The words Elisia chose for her professors were far kinder and gentile than the words I would choose, as I believe if you are not part of the solution you are part of the problem.

During our last interview, we discussed her future plans. Elisia and her mom would return to Georgia this summer. They missed family and Elisia felt isolated. Her college friends had moved away and she was struggling to find new people with whom which she could relate. She paused thoughtfully and continued that her mom expresses concerns about Elisia working in a county or city in Georgia where “all the ghetto people are.” Elisia stated,

My mom is like, "You don't want to work in the city because that's where all the urban people are, those ghetto people, ghetto Black people,” and it's like we're Black as well, and it's like almost being racist to your own race. There's different status within each race. It was, kind of, like internalized racism, almost. Kind of sad.

I managed to nod my head in agreement. I had studied the stages of Black racial identity formation and was recognizing Elisia’s shift in identity and a greater self-awareness.

Goodness unearthed. She added, “Not all of Georgia is like that and if I had to teach in

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one of those areas I would.” I applauded her for the strength of her convictions. Elisia looked forward to returning to Georgia though she expressed some concerns about fitting in with the people in Georgia after having been gone. I reassured her that she is quite engaging, with many gifts to offer, and I know she will find her way. Elisia and I exchanged a heartfelt goodbye. Elisia shared she had actually enjoyed our conversations though at the beginning she was not sure she would. She explained,

I kind of like this interview process, because no one has ever really asked me how I feel about cultural stuff, especially a White person. So, I'm glad that you're open to hearing and understanding the terms of the situation, and I feel a shift in trying to have conversations about things that might be uncomfortable.

I replied,

I agree. Thank you so much for saying that, that really means so much to me, and thank you for taking the risk and for being so brave and agreeing and helping me navigate this because I've never done it before either, and you've really helped me so much to understand. I thought I understood before, but you really gain a much deeper sense of understanding when you hear it from the actual person.

We vowed to keep in touch and I do believe we will. Goodness unearthed!

Portrait of Stacey

Stacey and I exchanged emails and a phone call prior to our first meeting. Her candor and exuberance seemed to transcend the usual boundaries of technology. I shared the purpose of my research and the time commitment required for participants, and before

I could utter my last word she eagerly agreed to participate. As I approached her elementary school for our first interview, I noted a large outdoor fenced playground filled with seemingly happy children. The security to enter the building was stringent, it required presenting a license and taking a photo. The front office staff was pleasant, extremely busy, and businesslike as they provided me with strict instructions outlining the exit protocol.

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Stacey met me at the front office with a cheerful smile and immediately hugged me. She was a young woman with long blonde hair and large blue eyes and uncannily matched the picture I had imagined in my head. As we walked through the non-descript hallways to her classroom, I thanked her again for her willingness to participate. We entered her brightly decorated classroom, through another classroom, and with a thick southern accent Stacey introduced me, as her friend, to her curious first graders. The students responded well to her bubbly personality and warmth as they greeted me with waves and hugs. Her classroom was welcoming, and her animation with her students delightful.

The students were dismissed and upon completing our paperwork, Stacey wasted no time before jumping in to discuss her first-year teaching experiences. She expressed the extreme “reality shock” she experienced when the school year began. Now February, she revealed that she was just recovering from the disillusionment of teaching which had wreaked emotional and physical havoc on her life well into November. Her expectations of students’ behaviors and progress had been tempered by the reality of her first-grade class. She shared, “I love them all, I really do. Today one of my students told me I looked just like Barbie; they are so funny.” I laughed and thought to myself her student’s description was spot on. She continued,

I love every single one of them, but it's been hard, so hard. I just was not ready for it! Going into it, I was like, “I've got a handle on this. I know what I'm doing,” and then after the first couple of days I was like, “Well, I just got humbled so much.” I went in thinking, “Oh my gosh, it's going to be so magical.” We're just going to hold hands and sing Kumbaya. It was not that way.

Stacey clarified her comment and explained the behavioral and emotional challenges facing her first-grade students. She reported that at the start of the year there

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were six students in her room facing emotional challenges. These students would scream, tear up the room, and “basically have emotional breakdowns.” I asked Stacey how she handled these incidents and she replied that the administration responds to a call button in her room. She recounted an incident where one of her students was tearing up her room and a “big military police woman came in and was wrestling with the child.” There was another incident she spoke of when a “child was totally out of control and was about to hurt himself or hurt someone else, and was ripping all of the backpacks off of the hooks and it was just awful.” Stacey’s artwork, Figure 4, portrays the scene in her classroom after such an event.

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Figure 4

Stacey’s Artwork

Note. Stacey’s artwork captures an episode, discussed during our interview, where a student unable to regulate his emotions acted out violently, flipping furniture, art supplies, and backpacks. After the event Stacey hugged the child and told him he was still loved.

I asked about the support staff in the building. Stacey rolled her eyes and replied,

There's a school psychologist. I don't even know her, because I go all the time to advocate for these kids, “These kids need support, they need something, please, please help them.” They say, “Well you have to go through the counselor first.” Well the counselor's stretched thin because the principal was saying yesterday, that there are at least 15 extremely emotionally needy students in our school and they just use her as a bodyguard, pretty much.

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Though I was not shocked, it certainly drove the point home that more resources were desperately needed. Stacey did report, however, that the behavioral issues in her classroom had subsided substantially after two of the students moved.

Stacey described the demographics of her class, as 50% White and 25% Hispanic and 25% African American. She mentioned during her interview she was told that her district was the 12th most diverse school in Colorado. She reported that her district served a large number of military families, mainly families of lower ranking enlisted soldiers.

Stacey and I discussed the culture and her personal support system in the building.

She described the culture among many in her building as “backstabbing.” She reported that most of the staff just close their door and do their own thing, and described very little sharing. Stacey added,

My actual mentor is a joke. Over the summer, she said, “I don't have time to take care of you. You just do whatever you want.” Reflecting back, I think that that was one of my main problems, I didn't have any structure for myself, either from the administration or my mentor.

Stacey expressed mixed emotions about her building administration. She offered praise for her principal’s hands-off management approach, but at the same time longed for more structure and direction. She reported, “I just have to make it up as I go along.”

When asked how observations had gone since the start of the year Stacey replied,

“I mean, fine. They said at some points I'm like at where I should be as a first-year teacher and then at some points, I'm beyond where I should be at a first-year teacher.”

She paused for a moment and continued, “I think that the administration is selectively supportive though. I feel like right now I'm in the good graces and so everything I’m

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doing is perfect and wonderful, but I realized that can change really quickly.” Stacey continued, “Luckily, I do have a few people I can trust. One of my closest friends, also a graduate from the University program, teaches at my school so that is really helpful.

There are also kindergarten teachers that helped me a lot in the beginning.” Goodness unearthed.

In one of her journal entries Stacey described a tumultuous relationship with some of her student’s families at the start of the year though it had improved as the year progressed. She wrote,

Well, actually at the beginning of the year, I would say I got a bad reputation because of one parent, pretty much. Because basically they found out that I was a first-year teacher and said, “She doesn't know what she's doing, her class is out of control.” But that wasn’t true.

Stacey was appreciative that the administration had been supportive and removed the child of that parent from her room. Stacey continued, “I find the parents of some of the

White kids are the worst, they feel entitled for whatever reason and that most of my students of color, their parents are so great.”

Stacey passionately noted her most fulfilling moments in the classroom were spent engaged in meaningful life discussions. Goodness unearthed. I emphatically agreed with her reflection, sharing that those were my most meaningful moments as well. Life discussions in her classroom seemed to predominantly focus on character building.

Stacey explained that the district used an outdated social emotional program that held little value to her students.

Stacey stated there was, and continues to be, no mention of best practices of culturally responsive pedagogy within her school or district. Other than some multicultural stories present in the school adopted textbook, no district materials were

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provided or discussed. Stacey shared that developing any activities used to celebrate diversity, using Black History Month as an example, were developed on her own time.

She explained the early use of her “people crayons,” multicultural crayons, which she purchased on her own to invoke conversation around diversity. She invited students to choose skin color crayons most like their own. Stacey credits the early use of these crayons, which allowed for casual noticing of skin tones within the classroom, as an important part of the foundation for building an accepting classroom community.

Goodness unearthed. Stacey continued,

And in terms of racial stuff, I feel I'm gung-ho, wanting to touch on that topic and because my class is so diverse, but I'm almost afraid of how far I should go with it. Because just for an example, I had this coloring sheet that I had, because I was going to read this book titled, We're All Welcome Here. It's a really diverse book. It has even gay couples in it. I mean just everyone of different cultures. And then I was looking at the coloring sheet and one of the little girls was wearing a hijab and I was just like, “Wow, we're in a military community. Do I really want to pass this out?” Because of their own stereotypes from being in a military community. So, I feel like I want to do that but I'm almost afraid.

I asked, “Has anything come up that would lead you to believe they would react negatively?” She paused and reflected, “No. I would just be more worried about the

White parents, if that makes sense. But that could be my own stereotype.” I smiled; goodness unearthed.

Stacey shared that she had a drive from the very beginning to work with diverse students, students of lower socioeconomics, and students in need. We discussed if her drive had shifted now that she was nearing the end of her first year teaching diverse students. Stacey expressed,

I still feel like ... some days I feel like I'm not doing anything. And then, some days I'm like, “Wow, I'm really needed.” In the case of a little boy in my class… I know I’m really important in his life. And I might be the only person that day ... I'm going to start crying, that tells him that, “I love you.”

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I shared that I thought her sentiments were beautiful. I asked Stacey if she knew where her drive to work in a diverse district originated. Without hesitation, she emphatically stated,

The 2016 election, absolutely. I mean, I've always been sensitive and everything. But first, whenever Trump got elected, I was like, What difference am I going to make? We have a racist president. And then, I was just like, “I need to teach because I need to teach kids to be good humans and to accept each other because we live in obviously a pretty messed up world right now.” And they need to be taught these things because they're not necessarily being taught them at home, especially students that are White. They could be hearing the opposite at home. And maybe if I'm the one person to say it, that they'll remember that.

I shared how amazing I thought that was, honesty shared and goodness unearthed.

Stacey shared an additional explanation of why she had wanted to become a teacher and work with Black and Brown kids. The intimate story she shared touched my heart. At age nine Stacey shared she was diagnosed with alopecia, a condition which causes the loss of head and body hair. She believes:

That's probably another reason why I want to teach, too, because kids were really mean to me. Like, so mean to me. And it's just because they didn't understand. But I did have one teacher that was so great. It would have been so much worse had I not had teachers that intervened on my behalf. So, I think that's part of the reason why I want to work with diverse students too because they need someone to stick up for them.

Stacey’s tumultuous childhood experience had been transformational. The elementary teachers that had helped her navigate this challenging time had become her role models. Stacey had already won my heart and now she owned my respect. She continued, “There's just such a high standard for women, especially with beauty and stuff like that. And now, with this great wig I've got better hair than 90% of you all.” We both smiled, I greatly admired her courage and knew right then our relationship would endure past our interviews. Goodness unearthed.

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Stacey shared this lived experience with her first-grade children to help them understand the consequences of name calling and bullying on the victim. She commented,

They were all like, I can't believe people were mean to you, why were they mean to you? And I was like, because they were some mean kids. So, you need to think next time you want to say something mean to someone else. I was nine years old whenever kids were mean to me, and I'm 32 today.

I asked Stacey if she believed other teachers in her building shared her passion, and she replied, “I think a lot of teachers, the ones that I know, I mean, some of them are just completely burnt out at this point. They don't really focus on that social, emotional learning piece. That's so important for kids this age.”

Stacey and I discussed if training or professional development related to effectively educating diverse learners was ever offered by her district. She stated it was not. Stacey felt positive about the literacy textbook her school was using exposed students to multiple cultures and pictorial representation,

I feel like it is a good curriculum for diversity because it does have diverse stories. I mean we even read at one-point months ago a book about Martin Luther King Jr. So now my kids, anytime I bring up Black History Month, that's like the one person they can name. It's like, “Martin Luther King. Jr.” because we've studied about him three times now. So, I feel like that is a good way for teachers that don't have the extra resources.

I reflected silently on the repeated reference to the “heroes and holidays approach” to diversity education even from a practitioner with an evolved racial identity. This approach, believed to be the least effective method of teaching diversity, refers to limiting the inclusion of other cultures in the curriculum to a celebration of holidays

(Cinco de Mayo), and heroes (Martin Luther King, Jr.).

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Stacey and I discussed the coping mechanism she relied on during the year. At the beginning of the year Stacey admitted to feeling emotionally and physically overwhelmed. She realized she would need to compartmentalize her feelings for the sake of her “sanity and homelife.” After repeated conversations with her husband Stacey decided she would need to “leave work at work” and vent with colleagues and friends.

Stacey shared her future plans to return to her current position next year. But stated clearly, she would not be there for the rest of her life. When asked if she wanted to continue to teach diverse students Stacey replied, “Yes, I enjoy that probably the most.

So, a new job would have to include working with diverse students for me to continue in this field.” She added, “I love that my kids come from so many different places because they all have something so different to offer, in terms of where they grew up, and what they know.” I knew Stacey had a genuine interest in and respect for the cultural background of her students.

Our third interview focused on Stacey’s childhood through adolescence. Stacey spoke of her hometown community in Kentucky as very religious. She described her town, “There's a church on every street. And people are crazy religious.” Though her family went to church with regularity Stacey did not consider her family religious, she believed her mom took her to church to have something to do. She recalled when their church visits ended, “I remember in fifth grade, we just had this pastor at church. I really loved Harry Potter at that point and the pastor was up there saying, “Harry Potter is a demon,” Stacey reported that they never again attended church. Looking back, it was confusing as to why she dragged us there every Sunday.

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Stacey had no recollection of cultural discussions in elementary, middle or high school. She actually didn’t remember seeing people of other races in her town while growing up and was not sure if there were any living there. Her only memory of learning about race was during Black History month when she learned about Harriet Tubman and the underground railroad. She stated, “Pretty much, race was just not discussed. I remember learning about the underground railroad and about Black history. But I mean, that's pretty much about it.”

Stacey’s family of origin consisted of her dad, mom, and brother. Her parents got divorced when Stacey was 17. She spoke so lovingly of her mom and credited her mom for her open mind and open heart. I asked if she still had a relationship with her dad, she used a matter of fact tone to report her dad had died about four and a half years ago. She proceeded to describe him,

But he was a racist for sure. Whereas, my mom was like the complete opposite. And I mean, I grew up hearing my dad say the N-word and talk about people of Middle Eastern descent as like sand N-word, and just really disgusting stuff that even as a child, I was just thinking, That's really gross.

I reiterated her reflection for clarification, “So even at that young age, you already knew that those statements didn't feel right?” She replied, “Yes, because my mom would say ...

Like, after my dad would say something like that, my mom would immediately turn to me and say, “Don't you ever say that. That's wrong.” She would just make sure to tell me the way that my dad thought was wrong and everything.”

I apologized if I was overstepping but asked how her mom handled her father’s dispositions toward those different from him. She said,

I think that they probably got into a lot of fights and stuff. As I got older and

could think for myself, I was just like, “Yeah, he is a racist. That's embarrassing.”

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He was so uneducated and we did not have a good relationship at all. And then, he

up and died.

I commented to Stacey on the strength and courage of her mom and with an abundance of love in her eyes she smiled and said, “My mom’s the best!”

Our fourth interview focused on her college years. I asked Stacey about her preparedness to enter the classroom. She responded that she entered with really high expectations and never expected to encounter, and was unprepared to handle, such challenging behaviors. She commented, “I wasn't prepared for the differences between my student teaching district and the district I'm in now.”

Stacey did not recall any meaningful conversations around race in either her community college or during her University coursework. She has respect for a handful of her professors and especially enjoyed her courses aimed at teaching diverse learners. But on the whole Stacey did not have a lot of respect for the program at large, citing assignments and professors that “seemed to enjoy wasting her time.” I asked Stacey if her peers at the University shared her passion for teaching diverse students, and she said, “I would say that there were a few really special people in the program. But for the most part, I think they just thought, “I want to work with kids and it will be fun.”

Stacey spoke again of the fulfillment she gained from teaching her students,

Oh my gosh, I mean, it's like some days I'm just like, “Oh my God. Why?” First off, my paycheck does not reflect the amount that I put into this job, like emotionally and physically and everything else. Because right now I could literally fall asleep on this table. But then just some days I'm like, oh my gosh, the fact that one of my difficult students stood up and said, “I used to be a bad boy and now I'm a good boy.” Then I'm like, that's worth everything in this world to me.

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Stacey shared her mantra, “Just trying my best... that's all I can do!” I make up for it with love. because I'm like, these kids are going to learn to read, but I would rather teach them to be good human beings and accepting of other people.” Goodness unearthed.

Our final conversation centered on the importance of celebrating the small accomplishments that occurred each day in the classroom and we acknowledged that educating the whole child was the best gift a teacher could give. I thanked Stacey for sharing her insights and we agreed to remain in contact.

Portrait of Lauren

At Lauren’s request we met at a local coffee shop for our first interview. Her preference was Saturday afternoon so she could enjoy her guilty pleasure of sleeping in. I happily obliged, as I was appreciative of her agreeing to spend time with me during precious weekend hours. At our scheduled meeting time, an extremely petite young woman, entered the coffee shop. I stood up and called her name. Lauren waved and motioned she was grabbing a cup of coffee. She had a sophisticated sense of style which stood out against the casual attire worn by most in the area. Lauren sat down and as we made our introductions I was captivated by her sparkling eyes, warmth, and sweet smile.

I noted to myself that she presented as close to a pixie fairy as I imagined one could.

Lauren and I began with a discussion of the demographic makeup of her first- grade class. She had a class of 18 students, 30% Caucasian, 50% Hispanic, 15% African

American, and 5% mixed races. She reported that as she expected the most challenging aspect of the year was classroom management. I asked Lauren to speak about her approach to class management and her teaching philosophy, she shared,

I guess it was always in my mind that students are different and have their different needs. One of the goals, I think when I walk into the classroom is if each

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kid learns one thing today, no matter what it be... then it's a successful day. And something that really excited me was I could see the kids learning. And they started writing more letters correctly and getting their knapsacks down quicker ... so I think just even just seeing that I would say is achieving a goal because it feels good to me.

I joined Lauren in celebrating those seemingly small achievements and thought to myself, she really seems to understand children. She spoke of her management style, “You know

I'm not mean; I don't yell. I think I’m definitely on the softer side. I’m like, that's okay.

Let's try it again, we're going to start over, try it again.” I shared that my management style was similar and I felt it allowed for a safe, positive environment. Lauren and I shared a true moment of connection. She continued, “Yeah, and that's one thing I've gotten from the administration that my classroom environment is positive. So, I guess that's good.” Goodness unearthed.

I took that opening to explore Lauren’s relationship with her building administration. She explained how her school had undergone an administrative change between the time she was hired and the time she started. Lauren believed this occurrence put her at a disadvantage. It was apparent to Lauren that the principal seemed to place a higher regard on those teachers she hired herself since assuming the post. Lauren sadly stated that during observations the principal never even smiled. Speaking about her observations Lauren stated,

I just get the feeling the principal doesn’t like me. I'm not sure what caused that because I did nothing. I'm not a loud, aggressive person. It's just not fun having that feeling of being scared every time she watches me, and they're all negative. I do feel like not having the constant fear that they're going to walk in and watch all the time would be nice.

Our discussion moved to the people Lauren could trust in the building. Lauren spoke highly of her mentor and credited her mentor, a former first-grade teacher, with

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getting her through the year. She stated, “We have actual meetings maybe every two weeks. But I see her all the time and I know she wouldn't go to anybody; I trust her.”

Lauren’s relationship with her teammates was collegial but the two experienced members of the team did not seem open to new ideas. Lauren remarked, “When ideas come up, they're both kind of like, well no, I'm just going to do it the way I've always done it. That's hard for a first-year teacher because you're like, well that doesn't help me get any ideas.” Lauren had one teammate that was also a first-year teacher and Lauren was very appreciative to have her on the team. They shared their weekly planning responsibilities and had become fast friends.

Lauren is hoping that the district survey she recently completed will have an impact, “We did a survey that had some stuff about admin in it. I said, just hearing that you're doing a good job. Just hearing it…oh I love how you're doing this; this is great.” I shared how sorry I was that she was not being celebrated but much to her credit Lauren did not seem to allow this occurrence to cause her confidence to falter but rather found strength and empowerment in the existing injustice. When asked about her future plans she stated,

I'm half and half right now. I've kind of been looking elsewhere, but because there are days where the principal is, I guess, in a good mood and is nice and supportive and helpful with her things that's she's saying, but then there's other days where it just makes me want to get out.

I asked if her decision had anything to do with the diverse student population, she said, “No, I mean I love those kids even with their 18 different personalities and their 18 different lives that they're coming in with. I love them so much.” As Lauren spoke, I thought about what researchers term the “revolving door” in lower socioeconomic, hard- to-staff districts (Ingersol, 2001). Teacher attrition is found to be most severe in lower

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socioeconomic districts where consistency and coherent instruction are most needed

(Boyd, et al., 2011).

Lauren and I discussed her expectations when she began teaching. She remarked that she was surprised about the lack of cohesion among the students in her classroom. I asked Lauren for clarification, she continued, “Going into it I thought, ‘oh these kids are all going to get along and it's going to be so happy every day.’ But then these bullying issues started coming up with kids who didn't get along last year.” Lauren explained she was able to navigate these issues through the implementation of longer community time where she would explain to her students that they were a family, a community. Lauren’s daily schedule allowed only a 15-minute time allotment for community meetings, a time when a teacher builds class cohesion and attends to the development of students’ social emotional skills.

She stated,

There are 15 minutes allotted for community time – but sometimes you just have to step away from the curriculum and say, look, we're going to take more than 15 minutes to talk about this, but it's okay. We sit in a circle and they know that the person holding the object is the only one who talks. But just sitting down with them when things happen just helped a lot. Social, emotional, learning I think that's huge.

I whole heartedly agreed and my respect for Lauren’s flexibility and priorities grew. The ability of an educator to remain flexible is necessary for a teacher to recognize and seize

‘teachable moments’ which prove to be the most impactful in a student’s development.

Goodness unearthed.

Lauren explained that the remainder of the day was spent on the academic subjects of literacy and mathematics. Any projects or crafts with students, even those relating to curriculum, were frowned upon by the administration. Lauren explained, “We

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were literally told that if admin walks in and we're doing projects that aren't connected to the curriculum, that that's not what we're supposed to be doing.”

Lauren and I explored diversity as it related to student achievement. She expressed,

I would say my Caucasian kids are higher, right? Can I say that? They're definitely, I have one who is below level but she... I don't know, I think those tests are so subjective too, that it could just be the day that they're tested. I do have more Hispanic and the African Americans are below grade level. I have two on IEPs, and then-I have two ELLs. I believe they're LEPs (limited English proficiency), so they're limited. They speak just fine. So that's nice.

I asked what services they received and she responded, “They're pulled (out for additional support services) twice a day, but of course I can't see what's happening during that time. But I have one that has been really successful this year. She has gone up in scores, up in math, reading, DIBLES.” I commended Lauren on that achievement.

Lauren went on to discuss the weekly DIBLES testing, the reading assessment administered weekly in her district. She explained “If they read enough words, they have to retell what they read about. Most of the lower ones don’t read enough words to even do the retell. The low kids are hard to sit through because I read the words after three seconds, if they don’t know it, but I’ll leave the words like to, the, a, small words.” I asked Lauren what she thought weekly testing did to her students’ confidence. She responded, “I think it’s a little sad. I mean they know what they’re doing and when they can’t read it, they kind of sit there.” Lauren reported she always tried to make them feel better and always gave them high fives, and praised their progress, but she knew they still felt badly. It seemed clear to me that Lauren understood the importance of preserving every child’s self-esteem. A recent study of both majority and minority students found

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their actual achievement was strongly linked to self-esteem in younger students (Cvencek et al., 2018). Goodness unearthed.

In a journal entry Lauren discussed how race came up in the classroom. She wrote about a time when parents of one of her students, a mixed-race couple, came to pick up their child and another student in the class asked why one parent was Black and one was

White. Lauren shared that her reaction was to immediately end the conversation and call the counselor as she was unsure how to respond. After reading Lauren’s entry I took the opportunity to discuss the difference between curious observations which are appropriate and racial judgements. It was clear that Lauren had no previous guidance on how to conduct these conversations. Lauren’s artwork, Figure 5, further depicts her fear of engaging students in discussions around noticing racial differences.

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Figure 5

Lauren’s Artwork

Note. Lauren remembered squatting at her student’s desk, the Black student was a ray of sunshine, thus symbolized as the sun. The student told her that his skin was like chocolate and hers was not. Lauren, depicted as the ice cube, froze and was sweating nervously as she realized she had no idea how to respond. Lauren reported time stood still, represented in the anchored pocket watch.

We moved to a discussion of interactions and relationships Lauren had built with students’ families. She explained that some of her parents were very involved and will reach out if their child needs help while other families seemed to make her uncomfortable. She stated,

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Well, it's weird being this young and all of these parents are older than me. I feel, it's weird at some conferences. We have those coming up next week, so I feel weird sitting there as this young teacher who's younger than them and I know it's cool. I keep telling myself, I'm like, I am an adult. I went to college to do this. I'm a teacher, I got my degree.

I asked if her relationships with student’ families varied by race, she replied without compassion,

I mean from what I've found, they [families of color] don't talk with me as much

as the other parents do. Like I'll show them their students' work and stuff like that

and it's kind of just like, “Oh, okay." They're not asking questions or what should

I be doing at home.

For the first time during our interview, I questioned Lauren’s judgement. I asked, “Do you think it could be a cultural difference where certain cultures just have more respect for what the teacher says and they're not as apt to question and be demanding?” She responded,

I mean, part of me thinks that. Part of me also wonders about my age, and if they trust that. I kind of question that but I have had some of those parents come in and usually I'll need a translator with me. I'll be showing them the work and doing stuff like that and I had a couple of parents just kind of stare at me. Like, kind of questioning it. And it's almost a reversal thing. I'm like, “Wait, I'm the teacher.”

I expressed that they were most likely uncomfortable with and embarrassed by the language barrier and I sadly knew at that moment where Lauren was most likely positioned in the white racial identity model (Helms, 1990).

Our next interview was spent exploring Lauren’s younger years. As we spoke of her early, and intermediate education her demeanor and positivity remained consistent.

Lauren spoke fondly of her early childhood growing up in Northern Arizona. She used the word cohesive to describe elementary school and exploration when describing her

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attitudes toward diversity in her intermediate years. As a young student Lauren was on the quieter side and remembers wondering why a classmate was acting out and why they didn’t want to learn. She reported having deep thoughts as a child in school and was often inhibited from raising her hand to answer questions out of fear of being teased. When asked if she thought this impacted her behaviors as a teacher, she emphatically shook her head yes. She said,

I feel like it gives me a little bit of sympathy for those kids who don't talk as much. And I can watch them and I can see the wheels in their head turning. And I pretty much know they know it but they won't share because they fear others making fun of them if they get it wrong. Because I was always scared that I was a little bit wrong even if I was 90% sure I was right.

I asked if she had noticed students willing to take more risks since the start of the year, she replied,

Yeah, there are some that towards the beginning of the year, I'm trying to think of how to describe this, it's like they feel more free in the class if that makes sense. I can think of one that was just really kind of timid even a little bit with me and others in the class but going through the year she started raising her hand more. And a couple times she interrupted when she shouldn't have but that's good, she wanted to share.

I smiled and celebrated with Lauren the growth of her student’s self-esteem and willingness to take the risks necessary in learning. Goodness unearthed.

When Lauren began to discuss her high school experience, I noticed an abrupt shift in her demeanor and attitude. Her parents had divorced and Lauren, her sister, and her mom had moved from Arizona to Northern Colorado. She referred to the town to which she moved as if I should automatically understand her negative attitude shift. She used the word segregation to describe her experience in a high school where 80% of the student population was Latinx. I noted the bitterness in her words and tone and surmised

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immediately where this conversation was headed. I braced myself as she described the experience,

I want to say segregated but that sounds really bad. Because the White students were pushed into those higher classes and, honestly, that's what divided us. Because they did have those higher classes and then the basic ones for high school. Well, thinking about high school specifically. I was taking all the AP classes that I could find and trying to get up there but that was a very small group of us doing that. And then the 80% Hispanics was a different group. And my sister was called like, I don't know can I say it? This one girl called her a stuck-up White bitch or something like that and I was like, whoa. I even got, they stepped on the heels of our shoes walking behind us once. I'm like, I'm not even in your class. Why are you doing this to me?

She termed this experience as reverse racism. I continued to listen attentively as she spoke.

I asked about the demographics of kids in AP classes. She responded that with the exception of one student they were all White. I asked why she believed most of the kids in her AP classes were White. She wasn’t sure but she thought it had a lot to do with motivation and family. She said,

I think to me it seems like a motivational factor and parents pushing for it. Because my mom, I don't think I would be here without my mom. She pushed everything. But then the other people graduated probably stopped there. A lot of them didn't even go on to community college. They had people stand up if they were the first in their family to go to college. Quite a few.

I explained the statistics and factors impacting college attendance and how they impacted students of Color. She seemed genuinely surprised and asked, “Would you say that that's more a money thing or kind of following in your parents’ footsteps kind of thing?”

Assuming the role of portraitist, who assumes the responsibility to inform and inspire, I initiated a conversation on the relationship between socioeconomics, race, and education.

We discussed the significance of socioeconomics and the consequences families face as a result of existing at the poverty level in today’s society. We spoke of the need for parents

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to work several jobs, parents never having attended college, access to applications and financial resources, and other disadvantages faced by many families of Color. She listened attentively, asking meaningful questions and I could tell she was reflecting on the discussion. I was somewhat heartened, goodness unearthed. She lamented that the White administration in her high school seemed to favor the Latino population by seeking their approval while ignoring the students enrolled in the more advanced AP courses. Lauren stated,

The principal there, it's funny. The principal there was friendlier with the Hispanic population. He wanted to be popular with those kids and I didn't understand that. Like we're not getting any attention for being in the higher classes, like pushing ourselves. It was all them getting the attention. He would hang out with them at lunch.

I asked her if she could understand it more now as an educator herself. She responded that she could not, but with wide eyes asked me, “Can you?” I was encouraged by her openness and her real desire to understand and possibly rethink her previously held beliefs. I spoke my truth about institutionalized racism and White privilege for what would be the first of many such conversations between Lauren and me. Her sincere curiosity was cause for hope. I again remembered my charge in portraiture to inform and inspire. Not limited to readers, but also involving participants. Goodness unearthed.

I asked Lauren if she thought these high school experiences impacted her life. She responded,

I think it toughened me up a lot. Sometimes I'd go home and tell my mom what happened and she would say, "You're putting yourself on top right now, you're going to get college credits right now." I learned how to not respond, but just ignore those kinds of things.

It became clear that Lauren had not yet considered that her high school experiences could be impacting her current practices in the classroom.

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At the end of our discussion, Lauren commented that this was the first time she had thought about her high school experience since it had happened and had never discussed it with anyone other than her mom until now. That moment served as a stark reminder of the importance of mandating and providing the opportunity for future teachers to explore and understand their own racial identity. Although Lauren may not have thought about her high school experiences consciously, I knew these lived experiences were impacting some of her current attitudes and behaviors toward her diverse learners.

At a subsequent interview, Lauren and I discussed her college experience. She attended community college in Northern Colorado where she took many of her basic courses before deciding to go into education. She spoke of her decision to become a teacher and credited her family with the decision.

I asked Lauren if there were any discussions in her college courses around racism, privilege, or implicit bias. She thought for a moment and replied, “I honestly can't remember any specific courses that addressed that.” She paused and continued,

I was taught that culture plays a huge role in the dynamics of the classroom and that it was something that we were to expect when becoming a teacher. When looking at the tenets of culturally responsive education, I can find some pieces of it that I have seen during coursework and that I have implemented through our curriculum but not many.

I asked Lauren if at any time during her college course she had reason to question her beliefs about people who identified racially differently than she did, she replied,

“Well, in my mind throughout college, nothing really changed. I kind of had this idea that usually the White kids are smarter and the Hispanic and Black students might be a little bit lower.” I cringed and reiterated that the research clearly states it is not race, but rather

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socioeconomic status along with other factors related to institutionalized racism that caused the racial gap in student achievement. Lauren stated, “Yeah, that was not taught to us in college.” Though I could not be sure it was not ‘taught’, clearly it was not learned.

I asked if she noticed a shift in her dispositions since teaching in a school with a diverse population. She said she definitely had now that she had her own classroom. She had noticed that her Latino students were some of the smartest in her first-grade class and that some of their parents were involved and supportive. Lauren continued,

It changed my mind because I was like, “Oh well, that's different than what I went to high school with.” High school thing put a bad taste in my mouth. I just wanted to get away. But seeing it now, I'm just like I love these kids so much and it doesn't even matter what race they are. I tell them I love them every day.

I smiled as I recognized some seeds of growth. Goodness unearthed.

I inquired about how she reckoned with the cognitive dissonance of her beliefs around people of Color in general and the beliefs she held specifically of her first-grade students. She replied,

Well, honestly, it even still goes through my mind sometimes, not in the classroom but just in other situations, I kind of wonder, "Is this person going to put in as much work as I'm putting in? …it is hard to say but sometimes even with that whole high school thing... that could have made me question people a little bit. I feel bad but...I do see that like that one black boy in my class, he told me that his mom's on baby number seven. She's about to have that baby. And she works at home is what he tells me. I feel like it's harder to get into like that financial good standing if your parents didn't do that. I think it's easy for them to stay in that like lower.... Well, and like even from my perspective another probably bad thought that I have, I look at those situations and sometimes wonder well, they're kind of milking the government system that we have with having that many kids and you know, right.

I asked how she knew they were receiving government assistance, “I'm assuming, yeah. I know, you know that's part of what, you know, I kind of heard my parents say to us

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sometimes and I think that's where... that came from.” I smiled compassionately and she continued, “Oh, I hate to say it but like in my mind, you know, I say this to myself sometimes, in my mind, I was saying, ‘Why would you move to a country that speaks

English and not know a single word... of English?’” I tried not to show my disappointment. Now I was the one experiencing conflict. Though I truly had respect for

Lauren and her love for her students, I did not imagine she could harbor such thoughts.

Lauren possessed so many of the qualities necessary to be a good teacher, and yet at the same time I knew she held racist beliefs as a result of lived, unexamined experiences. I knew her genuine love for each of her students had opened her mind enough to receive new information. I had to find a way to have a transformational conversation with

Lauren. She continued,

Yeah. And I think that comes from my mindset as well, a little bit from high school. Some of those kids in high school refused to speak English. Even though they could. It feels really mean but... I try to deal with it as it happens but... It's hard to get rid of... what your mind comes up with.

I thanked her for being so honest and shared my belief that it was having these conversations that would bring about positive change. Lauren shyly shared, “Yeah, and it feels awkward but good to talk about it to somebody else.” I could not help but think that if this discussion had happened sometime earlier in her life, or at least during her four years of college, she would have reached a more evolved level in her racial identity.

Opportunity for growth.

I seized the teachable moment and once again resumed the role of portraitist charged with the duty to ‘inform and inspire.’ I spoke with compassion and nonjudgement, using accessible language about all I knew on both how people of Color, and White people, experience racial identity formation. Lauren listened attentively with

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wide eyes, muttering an occasional “wow” when I paused for a breath. When I had said all that I could to explain race and privilege in America, she just stared and stated, “You just like blew my mind.” I smiled, and replied, “I'm so glad; I'm glad I was able to shed some light on this very sensitive topic.” Lauren smiled warmly and said, “You’re still teaching!” My heart was warmed, though I knew she was only at the beginning of her exploration. Goodness unearthed.

Lauren responded thoughtfully,

I think that racism, honestly, impacts everybody because like you were saying earlier, it's something that we might not think about much. But I think it does impact... it impacts people's actions and how they perceive things. Like thinking about it from, you know, maybe a Black person’s perspective if you saw somebody else kind of step away from you in the grocery store. I can imagine it hurts. In my life, I have gotten more timid around those people and it’s just kind of subconscious, because you have no reason to do that.

I listened thoughtfully to all she was discovering, though I knew she had far to go. I asked if she wanted me to send her some interesting articles on the subject of implicit bias, privilege, and institutionalized racism and Lauren replied, “I would love that!” I told her I was sure she would continue to grow her heart, knowledge, and thoughts about this.

I have significant confidence that she will follow through as she expressed genuine interest in both the topic and self-improvement in terms of being more aware of race and diversity. Goodness unearthed.

Portrait of Emily

I arrived 15 minutes early for my first meeting with Emily. The one level brick building was typical of elementary schools built in the 1960s and the structure reminded me of my own elementary school that I attended as a child. That was where the similarities ended, however. The board outside the front door had a welcome message

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which starkly contrasted the desolate feel of the surrounding neighborhood. After introducing myself and stating the purpose of my visit through an outdoor security intercom, I was buzzed into the building. Inside the doorway was a bulletin board donning colorful snapshots of what looked to be a happy staff. The school secretary greeted me with a visitor badge and directed me to the second-grade classroom where I would find Emily.

Early for our meeting, I quietly entered the classroom as to not disrupt the ongoing mathematics lesson. Emily, a young White woman in her early 20s, was crouched down beside a student, engaged in helping the child understand the day’s objective. She glanced up and spotted me sitting at her kidney table and smiled warmly.

She circulated the room refocusing off-task behaviors and answering questions with the confidence of a veteran teacher. She exuded warmth, calm, and caring as she closed the lesson, and there was something soothing about the tone of her voice. I jotted on my blank page that Emily was a gift to students and would one day soon be a master teacher.

As the class prepared for lunch, Emily successfully employed a variety of classroom management techniques. While she waited for her students to settle, she looked nervously in my direction, I smiled broadly and approvingly as I knew the patience necessary to quiet seven-year old children about to go to lunch.

Emily escorted her children to lunch and returned to begin our interview. I applauded Emily on her interactions with her students and shared that I had a hard time believing she was a first-year teacher. She smiled incredulously. I reviewed the purpose of my research, had Emily sign the required document, and began our first interview.

Like all the other participants, we jointly decided to begin with the present year.

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We began with a discussion on the demographics of her second-grade class. She responded, “I have 16 kids in total. I have four students of color and I only have one student in my homeroom that's Hispanic. I think he's LEP, so Limited English Proficient.

So, having 16 students is low, but it feels like 30.” I asked why she felt that way. She responded,

It's mainly behaviors. We have a lot of strong... there's just the strong behavior ones. There's the unmotivated. They're kind of just not really willing to do much, if that makes sense. I mean I didn't know the first-grade teachers last year, but from what the other three experienced second grade teachers said, I guess that kind of... So now we’re trying to build it up and teach them, it's been hard and it's a lot.

She paused and though tempted to fill the silence I refrained. Emily continued, “So that's been a little bit challenging, but also comforting at the same time to hear them say that.

But I'm crying everyday saying, ‘I can't do this, I don't like what I'm doing.’” I asked

Emily if she was using the word “crying” literally and she said that she was. This was my first glimpse into Emily’s pain.

I asked how she landed her teaching job at her current school. She explained that she had spent her professional year at the school in which she was currently employed and was hired by the former principal in March of the preceding year. There had been a dramatic turnover in the administration two weeks before the start of the year – a change which had been unevenly welcomed by the staff. Emily went on, “There's a lot of, I don't want to say breathing down your neck, but a lot of checking in, a lot of this is what you need to be doing, a lot of changes that just happened.” She continued, “There’s not a lot of support, I mean I don't want to say support as far as if you need something, they won't give it to you, but when you pass by and they don't say anything, it's a little awkward. So, it's just not that personal.” She took a deep breath and continued, “I'm very much a

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pleaser, so it's been a little heavy for me. I don't know. I need someone just to be like,

"Okay, you're going to do good. This is what you need to do. This is fine."

I empathized with her needing approval and asked about guidance and feedback she was receiving from administration. She stated,

The building is just so impersonal... they come in, don't look at you, do their thing, and leave. That's it. Again, I don't need a pat on the back every day. I don't need you to tell me... But just a little something, or just to know that I am valued for what I'm doing.

I listened carefully as she spoke and nodded in agreement, sharing we all need some positive feedback. I expressed how stressful that must be. She agreed.

Yes, it has been, because one of my spots [unscheduled observations], she pulled my lesson, and where I was in the lesson, she marked me down because I wasn't doing that thing at that point in the lesson. So, I was like... there's just a feeling like you can't win.

As Emily continued her eyes filled with tears, I thought to myself, “This is what it looks like to break someone…this is a broken spirit.” Emily’s anxiety and sadness were palpable. Although I am sure this was not the intent of the administration, this was the result. The result of the hyper-focus on standardized test scores and teacher accountability. Although she expressed how much she loved the kids she worked with, I knew that as soon as Emily had the confidence to interview elsewhere, she would, and as a talented teacher would be quickly scooped up. I considered the research stating that turnover of new teachers was higher in lower socioeconomic areas than other areas and thought Emily would soon become part of that statistic.

At this point, I took it upon myself to remind her of her contribution and stated,

You’re a wonderful gift for kids. A spot is a tiny, whiny glimpse into the classroom and the environment. So, I understand the discouragement you're feeling, but I want you to know, having watched you interact with kids, you are a

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gift. No, really. I know it sounds like just words. They can come in and feel safe. Of course, they're learning.

She replied, “Yeah, that's what I keep saying, they are learning. They're learning something.”

We continued our interview with a discussion of the district’s induction program.

I asked if at any time during the weeklong induction program or new teacher institute there was ever a mention of the diversity of the student population or any training on best teaching practices for diverse students. She responded,

Within the district, it is kind of “known” that there are families of all different cultural backgrounds, race, and socioeconomic status. I would say that from a district/staff perspective, especially from our new staff training institute through the district, we talked about supporting the needs of students from different backgrounds and family upbringings. However, I wouldn’t say we dived deep into the conversation- more just the surface level talking about meeting the needs of individual students and recognizing the different backgrounds that are incorporated through the district and classrooms.

Emily spoke of the induction program more as a forum to discuss hour requirements and meet and work with mentors. Her mentor, with whom she has a great relationship, has provided Emily with guidance, and support both on a personal and professional level.

Emily valued her relationship with her mentor knowing she could go to her with anything and trust it would go no further. Goodness unearthed.

Emily spoke of the second-grade class at large,

The administration always tells us, which I think is a little harsh when they say it in front of the kids, that this is the worst group they've had, tearing each other down. It was just kind of like negative doesn't really work with these kids, and I don't think it really should be done, like that anyway, but...

I cringed at the behavior of the administration and asked Emily where she believed the breakdown in children’s behavior had stemmed from. She sat engrossed in thought for a moment and responded, “I think a lot of behaviors are just because we've done the same

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thing every day. Every lesson has pretty much the same objective. Maybe they're doing it a different way, but it's like...” I asked for clarification on her latitude to be creative in her classroom. She responded,

In terms of expectations from administration, the creativity part, as far as making things or using tools, it's more so on the low side, very low. It's more, it's very much stick to the curriculum. Like I said, I got marked down because I wasn't at that specific point at that time.

Emily continued,

I told them to get a crayon. They were like, "Get a crayon? What do we need a crayon for?" I was like, "Oh my gosh." But it was so true, because I mean I have crayons and they don't use them unless it's their morning work, which now they're only supposed to be reading. So, I was like, " You've got your workbook and a crayon." They were all shocked, "A crayon?" Oh gosh, here's a crayon. What is that? Because we just don't use them enough.

Emily reflected on the highly academic nature of her building and stated she did not believe the lack of creativity served her students well. She stated that although district professional development workshops advocating using creative teaching methods it was frowned upon by her building’s administrators. Emily added,

The few times that I have done things where I bring out the manipulatives even if we're not really supposed to the kids would be like, "Oh, you're the best teacher. This is so fun." It hurts a little bit, because they don't see it any other times, because I feel like they're not getting enough of it.

Emily also believed because her building was singularly focused on academics there was little time for community building. She expressed the belief that having more time to work on social-emotional skills would result in improved behaviors. I assured her that her belief was most certainly supported by research. She described her time in her day for community time (time specifically set aside to address and build a positive classroom culture) had been whittled down to five minutes. I asked if the community curriculum included lessons about diversity, and she replied though some had lessons on

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differences none took the subject head on. Teaching the community curriculum was not enforced in the same manner as the other subjects. Emily reported, “it was kind of overlooked. I would say on the whole, throughout the whole school, I don't think community time is used as the intended purpose.” I expressed my sadness about that and shared that my most teachable and memorable moments took place in ‘community’ time.

Emily shared that when she found it necessary to have an impromptu community meeting during the day she would do so, but never without the fear of administration walking in. She spoke of a specific incident after recess when she needed to have such a meeting,

We were coming in from recess and the vice-principal was waiting in the room for me. I had to stop, because I was like, "It's not going to be productive for anyone at this point." So, she's recognized it and did not mention anything negative towards doing that. Sure, it was three minutes, because she watched the clock and saw how long it took. So, I don't think necessarily it's frowned upon unless it's prolonged.

I clarified that the vice principal literally did look at her watch and empathized with

Emily, “I feel the pressure just listening to your story!”

We went on to discuss some of the specific behaviors in her classroom. Emily spoke of one second grade girl that would shut down and scream daily. I asked about interaction with her family or if she received any support services. Emily in a frustrated tone responded, “No, and we've tried with the counselor, but I think he's pretty busy I guess to say. Yeah, because there's not a lot of follow up.” Emily did state however, that there was regular communication with the little girl’s mom and “she's grown a lot, though. She's actually one of my less behavior ones now.” Goodness unearthed.

She continued,

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That's kind of been the struggle with a lot of our kids, because there's a lot of them that need counseling services.... really need... another one of my students has had trauma when she was very young the kids say that she witnessed the murder of her parents. Really bad, and beginning of the year she would just, like rocking in her seat, making noises, didn't want to do... screaming under her chair

I listened in horror. I asked why she thought the counselor was not responsive to her requests for help. She shook her head and said, “I guess he’s really busy.” Emily continued,

I've noticed a lot with some of them, they just want the attention. Another one that just doesn't take direction well, lot of the time when he gets corrected or has to do something, he'll shutdown. He grabs his head and screams and just shuts down.

I asked how she handled it. She replied,

One time I talked to him, just personal like, "What's going on, Buddy?" He said he didn't get to go to church, his mom was in jail, he didn't get to see her. So, there's just a lot of things, and he hugged me and wouldn't let go. He usually doesn't hug or really want that, but he hugged on so tight and wouldn't let go. For those kids, it was just a moment of I think they just need, some of these kids, I think they're just craving it.

Emily’s artwork, Figure 6, depicts such an event in her classroom. I shared with her just how important that conversation and hug may have been for that child and that she needed to celebrate those powerful and intimate moments she was sharing with her students. She smiled shyly. Goodness unearthed.

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Figure 6

Emily’s Artwork

Note. In explaining her artwork, Emily recounted an extremely difficult day in November when one of her students, the boy depicted in the drawing, was having an emotionally challenging day. Emily remembers thinking at the time that perhaps she chose the wrong career and was not meant to be a teacher, when during a transition the same boy hugged her tight and said “I love you, Miss G.” With tears Emily recalled knowing at that moment she had found her calling.

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Emily segued into her plans for next year and stated although she had had an extremely difficult first-year she did not have the confidence to leave. She reiterated,

I don't mind people telling me what I need to work on. Of course. that's how I'm going to grow, and I like that, but I guess for me, it's all been negative. For me, it just has become so wearing. Where it's like, I don't know what I'm doing. It just feels like there's no accomplishment, like I'm doing nothing right. . She looked so sad and muttered again, “I really don't know what I'm doing.” I paused the conversation momentarily to speak with Emily about what she had accomplished this year, I reiterated all the wonderful moments she had shared with me and let her know how valuable those accomplishments were to her students. Emily smiled and thanked me;

I really hope she believed me because I know that to be true.

During our next interview we explored Emily’s experiences from childhood through adolescence and family of origin to understand their influences on her dispositions towards diversity. She began, “Well, shockingly, I've always been a quiet person. I've always kept to myself. I never really had a lot of friends, but it was more a choice.” When asked about her academic achievements through elementary, middle and high school Emily shared that school always did come easily for her and she experienced a high level of academic success.

She grew up in an upper-middle class White suburban neighborhood where there was very little diversity. Emily and I discussed her family of origin. She had three siblings, a mom and a dad who all lived together with the exception of her older sister.

I asked Emily to describe any memories of discussing diversity during her childhood. She responded that although she herself had no recollection of any discussions her mom had recently recalled an event from Emily’s childhood,

My mom said that when I was in first grade, the day Martin Luther King Jr. was discussed I asked, "Oh, it's okay if I'm friends with our babysitter's daughter's

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son," even though he was Black. And my mom was like, "Well, of course you can. You've always been friends with him." So, it just never was... really even a thought until I guess school started bringing up Martin Luther King Jr. Day.

I reflected silently on how little including diversity in the school curriculum had changed over the past decades.

Emily continued that the school her younger siblings attended had more diversity and for the first time mentioned they were both adopted from China. She casually shared,

My siblings are Chinese. They're adopted, so that's why they went to that school to try to learn Mandarin Chinese. So, that's why I would say it's more diverse, but I don't really think diversity existed in the elementary school that I went to.

I was careful to hide my surprise – but I was surprised it had never come up in our prior interviews. When asked if diversity was discussed in her home Emily responded,

In my household conversations that have to do with people with different... It just never was a conversation. It never was. And the babysitter we went to, her daughter married someone, a different race. And so, their kids were Black and we grew up with them. And so, I never really saw differences.

I asked if racial issues were ever discussed with her younger siblings, being that they were Asian and the neighborhood in which they lived was predominantly White. Emily replied, “Not that I know of.” Emily’s lack of experience in discussing or contemplating racial issues indicated she was in the early stages of her racial identity development.

We spent our final interview discussing the preparation she received to teach in a district with a diverse student population. She had already reported that the district had not specifically mentioned nor provided any guidance pertaining to the existing diversity of the student population. The only cultural materials Emily could cite in her classroom were the representations of ethnicities and holidays that were depicted in the literacy anthology they used. I asked if the subject of race ever came up in her classroom. She responded,

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Yes, sometimes they make comments. I think they are repeating what they hear at home. I do have some of my students that do, it could just be upbringing and their parents, too. Sometimes, they say things in terms of different races.

I asked Emily how she chose to address such comments, she looked down and replied,

I wouldn't say I address them. I just say, "Complete what you're doing, so we're not talking about it right now.” I wouldn't say I really invite the conversation, because I don't know how to... effectively or appropriately handle the conversation.

I asked if she believed it would be productive to have these conversations with students, and she replied she thought it would be extremely beneficial. She believed that having open conversations about comments students made would help students learn but admitted feeling “frightened of saying the wrong thing and getting in trouble.” I thanked her for her honesty and reinforced how beneficial it would be for her students.

I asked if she had been given any guidance on having conversations about racial issues in any college courses. She stated, “The concept of respecting diversity was covered in college but more surface level than an in-depth exploration.” Emily and I explored the specific coursework she had involving diversity at the community college and University levels. Emily admitted when I first spoke of the four tenets of Culturally responsive education (Dover, 2013), she wasn’t sure what I was talking about. After having had time to review her college coursework Emily could reflect on what it meant to be a culturally responsive educator. She believed the focus of CRE was on “making sure all students feel welcomed and valued in their school setting and schools were meeting their individual needs.” She recalled a course she had taken at the University had an emphasis on embracing and incorporating cultural diversity and backgrounds through the curriculum and conversations. Goodness unearthed. Unfortunately, Emily does not feel she adequately meets, or is capable of meeting, the standards required to function as a

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culturally responsive educator. I did also note in my memo that Emily had no recollection of conversations in her college course or personal life addressing racism, or privilege, and thought how that had contrasted the reporting from other participants enrolled in the same courses.

Before our final goodbye I reiterated the important gifts she was bringing to her students and spoke of how happy I was that despite her past year she had no intentions of giving up on teaching. It had been her life’s dream, never had she wavered, and she would not waver now. But I was confident she would not remain in her current position one minute longer than she has to, not because of the students or their families like so many will suspect, but because of a failure of being valued by her administration.

Portrait of Chris

I was introduced to Chris through another participant and we met for our first interview in a local coffee shop. Our meeting took place at 4:00 PM on a Wednesday in

February after school had let out. Chris entered and seeing as I was the only woman seated in the café, came over and introduced himself. We exchanged short hellos, I reiterated the purpose of my research, reconfirmed his willingness to participate and fulfill participant requirements, signed the appropriate forms, and we got down to business.

We began our interview with a discussion of his current position. Chris was a male kindergarten teacher, a true rarity in elementary schools. He described his kindergarten team of five as eclectic in age and experience but incredibly close and open with each other. He continued as if I was not convinced, “Seriously, I can wake up in the morning and want to die from exhaustion and want to go back to sleep. But as soon as I

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get there and see their faces and everything's okay.” I let him know I knew exactly what he meant because I really did!

Chris described the demographic makeup of his class as evenly distributed along gender lines, and a fairly even mix of African American, Hispanic, Native American, and

Caucasian students. He immediately commented that these demographics were not mirrored in the staff makeup who were predominantly White. He added, “But I think that's just kind of a trend and a problem nationally.” I affirmed his suspicions stating 80% of the teachers in the U.S. were White (NCES, 2018).

I asked him if the administration had implemented any diversity training, and he replied, “In general I have to say no. I truly believe that the administration is really not able to think beyond the extreme behaviors in the school.” We spoke about the challenging student behaviors Chris was experiencing in his class as well as student behaviors throughout the school. Chris stated that his school has always been a significant kind of hot spot for behaviors, but that teachers in his building believed it was better last year. Chris spoke of the inconsistencies with administrative handling of behaviors,

For example, I started this year and they were telling us, “Oh, kids are going to be up and walking around while you're teaching, especially in kindergarten. That's okay.” Well then, a month later we're all getting in trouble because that's happening. But it's just way too much for one person to be able to handle.

Chris bashfully and apologetically continued, “I eventually just had to relinquish the idea that I would really be able to get anywhere and just accept that it's going to be day to day.” Chris expressed the inner conflict he was struggling with, “It's hard for me as a teacher and someone who cares about the world to have that attitude but there are no consequences really that can be enforced.”

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We discussed the role of the building administration in managing student misbehavior. Chris explained that although he did think there were things that they could be doing better, he also had no idea what they could really do differently. Chris hypothesized possible reasons for the extreme student behaviors,

I try to be careful with how I say this, because it could be viewed as offensive by

some people. But I truly believe that a lot of the reason these kids have these

issues is because their dads or their moms, most often their dads, go off to war,

come back home, and are having major issues because of that. And I notice a lot

of the behaviors go to an extreme when dad comes back home.

I thought Chris’s insight was keen and made a note of it. During our second interview our conversation moved to the diversity in his school and I asked to what extent the cultural backgrounds of students were incorporated in the curriculum. Chris paused and replied that in his classroom at this time the only cultural infusion in the curriculum was from their literacy text. He added, “But I think that learning a diverse perspective has to be beyond that.” I asked what he felt culturally responsive teaching looked like and he answered,

It has to be beyond ... It has to be really more discussions. But even I have found myself struggling this year even really able to incorporate that as much as I would ever have hoped, just because literally I have kids running around my classroom screaming. You're not able to focus on it being done. And honestly, when I get home, I'm even too tired to think about it.

My heart went out to him, I empathized and assured him without judgement that I remembered the exhaustion I experienced as a new teacher and those years with extremely challenging behaviors. Chris shared that he worked hard to cultivate boundaries and balance and had adopted the belief that regardless of the importance of

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his job it could not be his whole life. The conversation shifted to building administration.

He thought the administrators in his building had been supportive and respectful of the staff’s time. Chris reported the administration does not encourage coming to school on weekends and for that he was grateful. I applauded his understanding and practice of self- care.

We discussed the involvement of the families of his students. Chris shared that in general, the families were wonderful and extremely supportive but added the extreme behaviors sometimes made family interactions difficult. He explained, “Parents want to know what I’m doing about the fact that I have students calling each other ‘asshole’ and

‘bitch’ and they're five years old.” Chris stated that he wasn’t equipped to effectively handle all the behaviors in his classroom. He added, “And I really don't think you can serve a population like we have with the limited staff we have. When a student misbehaves, destroys a room, or when the student hits a teacher, they go put them in this kind of isolation room. And what is that helping?” I asked him if he could provide details of the isolation room but he said he really knew little about it other than it existed.

Chris expressed his desire to spend more time having meaningful conversations with his students. Chris reported that his student from Ghana was given lots of chances to speak about his experiences there and Chris also tried to incorporate things that might be familiar to the student into the curriculum. Chris articulated feeling confined by the need to teach the curriculum, but often tried to touch on topics he believed could expand his students’ horizon:

For example, one day he was going up to a boy and was like, “You're a sexy boy. I want to marry you.” And saying stuff like that. And one of the other kids was like, “Two boys can't get married.” And I was like, that's not true. And so, I think even just saying stuff like that, kind of makes neural connections that weren't

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there before. And kind of allows them as they get older to analyze pop cultural through a different lens.

I concurred and we discussed the significance of teachable moments. He noted again that the required curriculum in all subjects greatly stifled his teaching.

In a journal entry Chris had discussed an incident in his classroom that involved race. I asked him to provide more details. He recalled that one White child in his class told a Black classmate that, “I don’t talk to Brown people.” Chris called the child over immediately and asked, "Why would you ever think that's okay to say?" The child responded, "Well, my mom doesn't let me hang out with Brown people.” I asked Chris to describe how he handled it. He replied, that he asked Hispanic, Native American, and

White kids to put their hands together. He pointed out that all of our hands are different but that does not change who a person is. I commended Chris for his handling of the situation. This event was depicted in Chris’s artwork, Figure 7.

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Figure 7

Chris’s Artwork

Note. Chris described the experience as shocking as he did not expect to hear such a prejudiced comment come out of a five-year old’s mouth. He worked hard in that moment to respond in a thoughtful, rather than impulsive, manner and make it a teachable moment.

We spoke about the existing culture in the building, and I asked Chris if he believed his colleagues were open-minded and celebrated diversity. Chris replied, “I won't lie. I do hear things from time to time that are kind of problematic.” He continued, “When you're working with brown kids and kids of different ethnicities and then also supporting

Donald Trump, that leads to concerns for me.” I asked if he felt those political views

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impacted their treatment of children, he replied, “On my grade level, I truly believe that each of us are doing the absolute best that we can. And I also believe that they view students as individuals and do their best to support students regarding the individual qualities those students have.”

Chris and I spoke about having conversations around race with colleagues. He eloquently explained that racial conversations with anyone are difficult. He recalled trying to have a conversation with his mom regarding his grandfather’s display of racism as he used the N-word all the time and his mother just could not see it. Chris continued,

That doesn't mean that someone's a horrible person, but until we have this conversation about things that you're taught your whole life, then we're not going to really get anywhere. And I think that a lot of people are uncomfortable with that because that ends up with them calling someone that they care about racist.

Chris and I discussed the meaning of ‘White Fragility’ (DiAngelo, 2018) and the challenges faced when attempting to engage White people in discussions about racism.

We discussed while White people are shielded from racial inequities, they are the beneficiaries of the inequality etched in the fabric of America. When confronted with such revelations, White people often experience it as a personal attack on their moral identity and react defensively.

I asked Chris if his experiences this year had altered his dispositions towards diverse students, and he replied that he did not believe so as he had always tried to be mindful of the students' background and connect to them based upon their own experiences. He reported that that was something he engaged in before even starting college. But admitted even with that practice in place he was not sure how much it was helping his students.

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Chris spoke about deciding to interview in his current district. He stated he had trepidations at first accepting a job in his current district, adding, “Well, I mean as a queer person, I was afraid of working in this district. It is a very conservative district.” I nodded my head and Chris continued, “They’re the same people who have voted against my rights and other minority rights for several decades, so I was really afraid of accepting the job.” I asked him how that aspect had worked out and he replied, “It has not been an issue at all and I have not felt uncomfortable.” Chris was a straight shooter and I expressed my gratitude for his openness and honesty. He explained that growing up in an extremely conservative city in the South had given him extensive practice in what he termed “turning it on and off really fast without much effort.” We both acknowledged the speed with which the 90 minutes had passed and agreed to pickup with his early experiences during our next interview.

We began our third interview with a discussion of his childhood and adolescence.

He began by explaining that he grew up in a heavily conservative community in a mid- sized city in Louisiana. He attended a small private school, where the students and their families were very conservative. He stated that none of the conservative beliefs that surrounded that community were ever challenged. After middle school Chris transferred to a liberal arts magnet high school, where for the first time my beliefs were challenged.

He stated, “Where I come from, it's systematic racism, it's ingrained in the culture. People of Color and White people live in different places.” Chris reported the community in which he grew up was still trying to separate itself from the rest of the city. He recalled a conversation with his mom, “I was talking to my mom about this the other day, and said that's insane, I can't believe how explicitly racist those people are. And she literally was

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not able to wrap her brain around the idea that that's racist.” Chris spoke of his love for his parents but did not understand the perspectives that they held and fostered. He reported that they canceled a trip to see him in Colorado one time because he said something bad about Donald Trump. Chris was a gifted storyteller and I sat engrossed in his words.

When Chris was done speaking, I commented about how evolved and wise I believed him to be. He scoffed at the complement but politely thanked me. I asked Chris to discuss when, how, and why his political and racial dispositions evolved. Chris described growing up his whole life in a conservative family and community knowing he was gay. He recalled knowing since he was in first-grade. His biggest fear was being shunned by his family so he went to great lengths through middle school to keep his sexual preference hidden. Chris admitted that in an attempt to mask who he was, he adopted all the racist, and anti-gay beliefs of his family and community. Chris described the lengths he went to upon entering high school to hide his sexual identity,

When I started high school in a new public magnet school outside my community, I was the president of the Young Republican's Club. I knew in my head this whole time it was all performative. I can't even tell you the number of racist things that came out of my mouth that still haunt me to this day.

Chris described his new classmates as highly artistic and intellectual, “It was the first time I had ever seen a gay or trans person. It was a completely different experience.”

As his freshman year progressed Chris ended up finding a new friend group who held beliefs contrary to those he had been taught. Chris recalled it being around the time of the

2008 presidential election and engaging in worldly political discussions with peers and teachers. Chris recounted a pivotal conversation on evolution with a classmate,

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I said you’ll never be able to convince me that I came from monkeys. And I remember this girl looking at me and saying, “I would never be so narcissistic to believe that I didn't come from monkeys!” And for some reason that stuck with me. I can't tell you why But that really made me be like, “whoa, wait, what?” And so, something kind of like switched in my brain and led me to wanting to figure out things on my own.

I listened in amazement as Chris continued to articulately document his personal transformation, he discussed getting really interested in politics and Obama and recalled,

“My brain was kind of flooded with the realization that all of this stuff I've been told my entire life is really bad. This is not true. This is not true.” I nodded, and Chris continued, crediting the conversations with his peers for his dispositional transformation, “I went to school with a lot of really, really smart people, like way smarter than me, who were open to challenging me on things that I thought.” He discussed his realizations regarding his family’s racist beliefs, “I was watching Barack Obama speak, but then hearing them calling him the N-word.” As Chris sipped his coffee, I caught my breath. He continued,

I would get home every evening after phone banking or canvassing for Obama and have conversations with my parents about what I had learned and what I was thinking. They would scream and shut it down.

In addition to his peers Chris cites the opportunity to work with African American community leaders on the Obama campaign as a further transformative experience. He believes they were some of the most incredible people he has ever met. I was speechless but managed to applaud his courage and transformation. It was textbook Mezirow – centrality of experience, rational discourse, and critical self-reflection. Chris had managed metamorphic growth in the formation of his racial identity. Goodness unearthed! Our conversation moved to Chris’s decision to move to Colorado and become a teacher. He explained of his need to leave Louisiana and given the opportunity to transfer to Colorado with his company. After working for a year Chris decided to become

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a teacher. He stated wanting to help change the perspectives of his students, as some of his teachers had done for him. We ended our interview for the day, I thanked Chris again for his honesty, and we agreed to discuss his college experiences at our next meeting.

As planned, Chris and I began our fourth interview speaking about his college experiences around diversity. I asked him to recall any discussions or coursework focusing on diversity or culturally responsive pedagogy. Not surprisingly, Chris got straight to the point and did not mince words, he spoke of brief discussion about families of other cultures but noted there were no explicit conversations about what that really meant. He added that “There certainly were no conversations around White privilege, or implicit bias.” He went on to speak of his peers at the University, apologizing in advance if he sounded condescending, and said, “I had enough conversations with my peers to know many very clearly did not have open minds. I never got an inkling that they had any understanding of people that did not look and act like them.” We discussed some snippets of conversations he remembered having with his peers and how her worried that they had little awareness around race and those identifying differently than him. Chris lamented,

“As the country gets progressively more diversified, it's like, what the heck? That just spells disaster. It kind of freaks me out that some of my peers are teachers now.”

I listened attentively as Chris described his coursework,

You know, I can think of one or two teachers specifically who did a really fantastic job at kind of creating a dialogue surrounding the kind of world we live in now, but most of the professors were average at best.

As he continued, he grew more passionate,

One thing I would say though about the University that really shocked me was you always hear, liberal college campuses, you hear they're indoctrinating our kids. But I was very shocked not to see my peers being put in an environment

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where they were developing those skills that I got in high school. That made me really sad, because I was so excited to go to a four-year university.

His disappointment was palpable. Chris continued and spoke of different classes in which the issues surrounding Black and Brown students were spoke of in a highly clinical manner. He expressed confusion as to why these issues were not being discussed “from the perspective in which they were actually happening. He used the example of immigration,

I mean while brown kids are being locked up in cages at the border, and we're in school to become teachers, to work with diverse students …Families aren't sending their kids to school right now because they're afraid of deportation.” That was never once brought up in the class unless I brought it up. Those conversations weren't taking place.

I nodded in agreement and we paused to discuss the atrocities occurring at the border under the new policies of the administration. I asked why Chris thought those conversations were not happening, and he responded, “I suppose teachers don't talk about implicit bias and institutionalized racism is because they're not aware of it yet or they’re not comfortable. And I think the university is afraid of those conversations.” Chris continued,

But I think equipping students with those skills from the beginning is important. Not necessarily making them believe what you believe or think what you think, but just giving them the ability to question what they hear. I think that's the most important.

Chris was passionate, articulate, and wise and I was honored to be capturing his voice.

We ended our interview discussing how we might inspire positive change in the dispositions of people, specifically teachers. Chris shared, “I really believe that for someone to truly analyze the world and people around them outside of themselves, something significant has to happen to someone.” Chris explained that for him coming

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out of the closet and meeting different kinds of people forced him to look outside of himself. He went on to express that he believed a significant amount of people never have that moment where they have to think about something from a perspective other than their own and believed it was not enough for someone to hear a sad story about immigrating to the United States, instead they had to live their own experience. We continued discussing what he thought might help, and he responded,

I think there has to be a real dialogue, that was the catalyst for me. That may not substitute for having your own person experiences, but when you have can have a conversation with someone you trust, or you can have a conversation with a group of people that you trust, I think that's really impactful also.

As we ended our last interview and said our goodbyes, I thought to myself this portrait is going to write itself and it practically did.

Composite Portrait

The composite portrait that follows was derived through an amalgamation of the significant seven themes that emerged across the five individual portraits. All five voices are interwoven within the composite portrait and present a synthesis of the themes through the lens of the researcher.

A note to our parents: we love you dearly and want you to know that your words and actions have a profound impact on our identities, beliefs, and dispositions. Please choose your words and actions intentionally as we are listening and watching your every move. Comments made in passing about the race and cultural practices of other people leave a lasting imprint on our future behaviors.

A note to our K-12 teachers: thank you to most of our elementary school teachers for being wonderful role models as we entered our own classrooms. Many of you stood up for us and protected us and believed in us when we were struggling, we think of you

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when we do the same for our students. Those teachers to whom we were invisible and who were sarcastic, cold, and mean, we have learned from you too, and we are intentional as we approach our students with love and kindness.

A note to our professors: please be sure we understand the role race and racism have played in American history. If we are to empathetically and effectively educate

Brown and Black students we need to understand how we arrived where we are in this country, economically, politically, and historically. We need to understand how racial identities evolve and continue to develop in both White people, and people of Color. To truly grow, we need critical discourse to challenge our limited thinking as most of us only know what we have been told in the past, and what some of us have been told is damaging to our future students. Please provide us the opportunity for self-reflection along with a safe environment to question and explore our implicit and explicit biases.

Show us how the failure to do so may harm our future students. Lastly, we need to truly grasp the dimensions inherent in culturally responsive education. We need explicit direction and instruction on how to have sensitive conversations around race with our young students, and we need to understand characteristics of families of other cultures so we are not offended by a parent who speaks little English not asking us questions, our future students of Color are counting on you.

And when you do have these conversations in your class, please don’t single out the only person of Color when you ask racial questions – no one can speak for an entire race. It is so uncomfortable being stared at especially knowing no one in the room can understand what you are feeling. Please make discussions on race more thoughtful so we can learn how to have them with our own students. Please acknowledge the existence of

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racism, personal and institutionalized, we know it’s uncomfortable for you, but can you imagine how it feels for a person of Color when it is never mentioned.

A note to our administrators: as administrators in elementary schools serving diverse student populations, we believe you have an important role in keeping quality teachers, especially those new to the profession, at your school. Can we please talk about the community we serve and how best to effectively incorporate into the curriculum the cultures and families of our students? You never mention the diversity of our school. We realize you are under a great deal of pressure from state mandated policies aimed at raising student’s standardized test scores, but we need you to know we love our kids and they are so much more than simply a sum of their data points. Developing our skills to become proficient culturally responsive educators would be a more effective route to enhancing overall academic achievement. I wish you could see how important community time is to our student’s growth. We need time together to share - our students are so young, they need time to laugh, communicate, and be creative, so they may develop social emotional skills. We know structure is necessary to keep the building functioning properly, but can we please try to find a balance?

Thank you to those principals who have chosen quality mentors that actually want to help us grow, that has helped us immensely. It has been a safe harbor in the storm.

Those of us with mentors who were not engaged in the mentorship process were forced to go it alone until we could find our own way. Perhaps most importantly, we know you are stressed, but kindness and praise, not condemnation, motivate us. We need you to see us and express faith in us as we try our hardest to educate our students.

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A note to us from our future selves: when you are feeling overwhelmed and exhausted and questioning if you are having any impact on your students please remember you bring many gifts. The gifts you bring may not be tangible and they may not necessarily translate into higher test scores but your gifts of love and respect will fill a child’s heart and feed their soul. That is what is most important.

Be patient with yourself, classroom management will come, I promise, as will lesson and unit development and implementation, it all takes practice – remember to keep that growth mindset. Though you may not be a perfect match to every student, they should all leave your room with something more and never, ever leave with less than they entered. You got this!

Themes Across Portraits

The next section identifies the common themes that emerged across the five portraits. The themes identified across the data are: Theme 1: Parental Influence on

Dispositions; Theme 2: Influence of Elementary Educators on Dispositions; Theme 3:

Peer Influence Leading to Personal Transformation; Theme 4: Opportunities to Engage in

Transformational Experiences; Theme 5: Minimal Impact of University Coursework on

CRE Development; Theme 6: Lack of Administrative Focus on Diversity; and Theme 7:

Participants Desire to Become Culturally Responsive Educators. For each theme identified I present inherent characteristics and exemplar quotes as evidence of findings.

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Theme 1: Parental Influence on Participant’ Dispositions

All five participants in this study identified one or both parents as major influences in the development of their dispositions toward people identifying racially, ethnically, and culturally different than themselves. This finding is congruent with the tenets of social constructionism and further research citing parental influence as paramount in the formation of dispositions. According to Hughes and Johnson (2001)

“Parents’ race-related communications to children have been viewed as important determinants of children’s race-related attitudes and beliefs and of their sense of efficacy in negotiating race-related barriers” (p. 981). In all participants, parental’ dispositions toward those of differing races, cultures, and ethnicities had a profound impact on participants’ dispositions during childhood through adolescence. In their early development, each participant held views consistent to those held by their parents and did not question those views until entrance to middle or high school. Two participants, Elisia, and Emily, failing to have experienced a transformative event, have maintained the same dispositions toward diversity that they formed in childhood. Life changing events, mirroring the centrality of experience in transformative learning theory, reported by

Stacey, Lauren and Chris, either changed or deepened previously held dispositions. Table

3 provides descriptors for theme one and a composite of exemplar quotes.

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Table 3

Theme 1: Parental Influence on Dispositions

Descriptors Exemplar Quotes

• Each participant held parental views and “My whole upbringing my family told did not question those views unless a me not to see Color. That's what I transformative event occurred. believe.”

“Race never was a conversation in my house. And the babysitter we went to, her daughter married someone, a different race. And so, their kids were Black and we grew up with them. And so, I never really saw differences and I still don’t.”.

• Transformative events, either changed or “I can tell my mom, "I love my deepened previously held dispositions were grandfather but he uses the N word and reported by several participants he's very clearly a racist." And she'll say, "He's not a racist. He's been his whole life employing black people." My mom is literally not able to wrap her brain around the idea that that's racist.”

“I grew up like hearing my dad say like the N word and like talk about people of middle Eastern descent my mom would immediately turn me and say that’s wrong, don't you ever say that.”

Theme 2: Influence of Elementary and Middle School Educators’ Influence on

Dispositions

The significant influence elementary and middle school educators have on the formation of student dispositions is aligned with the tenets of social constructionism theory. Social constructionism places emphasis on social forces, both structural and interactional, on the construction of knowledge and learning rather than solely on the individual (Burr, 2015; Young & Collin, 2004).

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All participants remembered “celebrating” Black History month, where they studied notable Black historical figures, and Cinco de Mayo, where they would draw sombreros to honor the Hispanic population, but none of the five participants recalled any meaningful conversations around racial and cultural differences during their K- 8 schooling.

The participants, with the exception of Elisia, fondly remembered several K-8 teachers for being supportive and positive role models. The outlier, Elisa, commented:

I had a teacher. She was my fourth and fifth grade teacher, and me and her, we went at it when it had to deal with certain situations. One time, it was when Narnia came out and we were reading the book in fifth grade, and I brought the movie in. She showed it to the class but I couldn't watch it because I had to work on these math problems I was struggling with. She would embarrass me in front of the class. So, I always hated math. That didn't make it better. I feel like I'm more caring.

The impact this elementary teacher had on Elisia’s practices as a teacher were evident in

Elisia’s comments and subsequent descriptions of interactions with students. Table 4 provides descriptors for theme two and a composite of exemplar quotes.

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Table 4

Theme 2: Influence of Elementary and Middle School Educators on Dispositions

Descriptors Exemplar Quotes

• Diversity teaching limited to hero and “After learning about Martin Luther King holiday approach Jr., I asked If it's okay if I'm friends with our babysitter's daughter's son, even though he was black. And my mom was like, Well, of course. You've always been friends with him."

“Pretty much, it [diversity] was just not • Lack of meaningful discussions around discussed. I remember learning about the diversity underground railroad and black history and stuff like that. But I mean, that's pretty much about it... Nothing stands out that Oh my gosh, that's so appalling that that happened."

•Elementary and middle school teachers act “I thought some teachers were mean. It as role models. made me not want to be mean. I wanted to cry if I got in trouble. You get that lump in your throat and you just feel so terrible.”

“It would have been so much worse had I not had teachers that just did not intervene in that. And like so, I think that's part of the reason why I want to work with diverse students too because they need someone to stick up for them.”

Theme 3: Peer Influence Leading to Personal Transformation

Three participants, Lauren, Stacey, and Chris experienced a transformation of beliefs towards those identifying racially, ethnically, and culturally differently than

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themselves. In all three cases, through what Mezirow (1991) terms centrality of experience, a transformation of dispositions occurred. Stacey, after experiencing a health issue which resulted in baldness, was the victim of bullying and harassment. This transformative event led Stacey to develop a heightened sensitivity to those unprotected in society, which included children of Color. This event significantly deepened for Stacey the convictions held by her mom. The other two participants, Lauren and Chris, reported a significant change in dispositions during their high school years. Both for Lauren and

Chris the transformative event involved their peers. For Lauren, while reporting she and her family had been open to all people prior to attending high school, reported attendance at a diverse high school with an 80% Hispanic population had a negative impact on her dispositions toward those identifying as Hispanic. After experiencing what Lauren termed ‘reverse racism' her outlook regarding those racially and ethnically different from her was negatively transformed. Chris reported a positive transformation toward differing races and cultures as a result of engaging in critical discourse and self-reflection with his educated, articulate, new peer group. Table 5 provides descriptors for theme three and a compilation of exemplar quotes.

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Table 5

Theme 3: Peer Influence leading to Personal Transformation

Descriptors Exemplar Quotes

•Tenets of transformative learning theory “My alopecia experience is probably were present when dispositional change another reason why I want to teach occurred diverse kids too is because kids were really mean to me. Like, so mean to me. And it's just because they didn't understand.”

•Interaction with peer group resulted in “The high school that I went to after my transformation of dispositions towards private school experience was a public people identifying differently. high school, a magnet high school, which was extremely diverse, and had a lot of very intellectual students.”

“There were a lot of people who were very interesting that I'd never seen in my life. It was the first time I had seen a gay person. It was the first time I had seen a trans person, it was the first- It was a completely different experience.”

“My high school was 80% Hispanic at that point. And that was a little bit of a culture shock for us. We were called names for being white and I had never dreamed that could happen.”

Theme 4: Insufficient Opportunities for Preservice Teachers to Engage in Critical

Discourse and Self-reflection.

Across all participant data, coursework during their educator preparation program failed to provide meaningful opportunities to critically self-reflect and engage in critical discourse around race and dispositions toward diverse learners. None of the five

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participants reported engaging in these types of discussions aimed at self-exploration of implicit and explicit biases, and never considered how these dispositions could negatively impact future students. The discussions around diversity that did occur, as reported by

Stacey and Chris, were limited. And, according to Elisa, these discussions actually reinforced biased racial stereotypes.

In reviewing the scope and sequence of the specialized degree program each subject completed, it is evident that several of the foundational diversity courses were offered during the first two years of the program. Since all five participants in the study transferred to the University after completing their two-year degree at community colleges, they did not attend those courses. Descriptors for the theme: Insufficient

Opportunities for Preservice Teachers’ Disposition Transformation and a composite of exemplar quotes is provided in Table 6.

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Table 6

Theme 4: Insufficient Opportunities for Preservice Teachers’ Disposition Transformation

Descriptors Exemplar Quotations

• Absence of discussions aimed at self- “I think the reason why teachers don't exploration of implicit and explicit biases talk about implicit bias and societal racism they're not aware of it yet they're uncomfortable with it.”

“Why aren't we talking about this from a perspective of what's actually happening. Why are we talking about it in such a clinical way?”

“In history of education we went through a lot of different court cases dealing with segregation and things that have to do with that but not necessarily any real-life application or any current racial thoughts or interaction.”

• Discussions that did occur were limited at “When this one professor taught, he was best and reconfirming of racial stereotypes like, "I have to be honest," and there at worst were some Hispanic people in there. He was like, "Hispanic boys always gave me issues."

Theme 5: Minimal Impact of University Coursework on CRE Practices

The teaching practices aimed at meeting the elements of CRE were reported by participants as extremely limited. In reviewing the tents of CRE none of the participants reported infusing the cultural backgrounds of their students into the curriculum, engaging students in critical reflection about their own lives through the use of inclusive curricula, or developing students’ cultural competence through teachings about their own and other

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cultures in an effort to instill pride in students’ own and other cultures. All participants self-reported as failing to meet the components set forth in culturally responsive education.

All participants cited the use of their literacy anthology as the main source of cultural infusion into their curriculum, and only two participants reported supplementing materials to teach diversity, and that was in celebration of Black History month. Again, implanting the heroes and holiday approach to diversity education. Table 7 provides descriptors for theme: Minimal Impact of University Coursework on CRE Practices along with a compilation of exemplar quotes.

Table 7

Theme 5: Minimal Impact of University Coursework on CRE Practices

Descriptors Exemplar Quotes

• Participants self-identified as failing to “I called the counselor; I don't know meet the components set forth in how to handle discussions about race culturally responsive education so can you help. I was like, I don't know exactly what to say to them.”

“There were no explicit conversations about what CRE really means. And I don't mean to be condescending towards anybody, but I had enough conversations over two and a half years with my peers to know that that knowledge didn't exist. And now they're graduated and teachers.”

• Teaching practices aimed at including “I made sure I celebrated Black history elements of CRE were limited and those month this year. For a week we learned practices that were present met the lowest about different famous Black people.” standards of culturally CRE “The text we use for language arts does a good job including culture but we never talk about that specifically.”

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Theme 6: Lack of Administrative Focus on Diversity

All but one of the five participants reported feeling ill-equipped to handle student questions, comments, and concerns related to racial, cultural, ethnic, and socioeconomic differences within the classroom. These same four participants felt the need to enlist a counselors’ help in addressing even straight forward issues that arose around these differences. They each mentioned minimal staff availability to support students’ social emotional health and referred to psychologists and counselors as spread too thin.

Three of the five participants reported administrators in their building were primarily focused on student data and academic achievement at the expense of incorporating social emotional learning or creativity into their day. These same three participants described their administration as intimidating, cold, and focused on the negative. Further, they cited fear of displeasing administrators as the reason for failing to take the time to appropriately address social emotional, cultural, and racial issues that arose in their classrooms.

One participant reported,

Reading over the four tenets of CRE, I get a bit of an overwhelmed feeling because my mind goes to the fact that this is exactly what should be happening in every classroom across the world. What is unfortunate about this is the time factor. Sometimes I feel that there is simply not enough time to go into what is encompassed in the tenets. Our district is so strict about the curriculum and following the minutes that I feel scared to take time to go into learning about other cultures.

Table 8 presents descriptors and exemplar quotes representing the lack of administrative focus on diversity.

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Table 8

Theme 6: Lack of Administrative Focus on Diversity

Descriptors Exemplar Quotations

• Focus on academic achievement at the “Community time is so important for social detriment of available time for students’ social emotional growth and I am allotted only 10 emotional learning minutes a day for that.”

•Absence of district training and practices “Even though we have these stories that aimed at furthering social emotional wellbeing show diversity, there is not time to go into of staff and students the questions that the kids ask or take a detour to do a little bit of research. It would be so fun to be able to complete small projects with them to learn about other cultures, but we don’t have time.”

•Low job satisfaction due to administration’s “I don't want to stay, and it's not because of focus on teacher’s failings, offering little or no the kids. This year has been beyond rough, positive reinforcement or validation but it's not necessarily the kids or my team. But there are a lot of things that I've found for myself, stress me out.”

• First-year teachers ill-equipped to conduct “It's not, here's what you can do, or here's meaningful conversations with students around what you are doing well so keep doing it. racial, ethnic and cultural differences It's just all focused on the negative, always!”

• Minimal staff available for support of “They have no programs of helping address students’ social emotional health racial discussions among students, other than, yeah, handing them over to the counselor. He's supposed to come in and do lessons with our kids twice a month. And I've only seen him twice I think this year.”

“There’s not a lot of support, you pass by and you don't say anything, it's a little awkward. So, it's just not that personal or warm.”

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Theme 7: Participants Desire to Become Culturally Responsive Educators

All Participants expressed an openness for training and guidance to further their effectiveness as culturally responsive educators. Yet, all participants articulated feeling uncomfortable and incompetent to hold meaningful discussions around race and culture with their students. The participating educators also expressed apprehension in addressing topics and subjects concerning race, culture and ethnicity. Participants explicitly stated they would welcome training to make these conversations more comfortable and successful. Exemplar participant’ quotes supporting participants’ desire to become more culturally responsive educators are presented in Table 9.

Table 9

Theme 7: Participants Desire to Become Culturally Responsive Educators

Description Exemplar Quotes

• Participants realize they are inept at “... How do we support them having the fear conducting meaningful conversations with that their family's going to be deported.” students around racial and cultural differences “So maybe if teachers were more comfortable it could lead to conversations or I don't know, being more tolerant.”

• Participants all expressed fear in “I always thought this my whole life but now approaching subjects around race, culture and my students are demonstrating something ethnicity else. What's going on here? I want to learn”

When asked if the teacher dispositions towards Brown children ever come up in coursework, the participant responded, “Not that I can remember. No. But that sounds like it would be helpful.

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COVID-19

Though COVID-19 was not a theme discovered to influence dispositions toward diverse students it is discussed here, it significantly impacted the context of the study.

The COVID-19 virus first appeared in the United States in late January, 2020 and by the middle of March most Americans experienced significant changes in their daily life. One such change was the closure of elementary and secondary schools. While this closure began as a temporary mitigation of the growing pandemic, it rapidly became clear that schools in Colorado would remain closed for the remainder of the academic year.

My second round of in-person interviews took place the same week as the expansion of the pandemic across the United States. Accordingly, schools had just announced they would be closing at week’s end for a deep cleaning and for a chance to figure out how to safely proceed during the first pandemic experienced in over a century.

At the onset of COVID-19 it was believed that a two-week closure of all schools would mitigate the contagious spread of the disease. As I met with participants that week and asked their thoughts on the health crisis, they expressed confusion and concern regarding the virus, but were all admittedly happy about the unexpected vacation time. Emily questioned the announcement of school closures as follows,

Should I be more worried? Everybody's freaking out. Wait, am I oblivious to this type of thing? Should I be more concerned for myself? I don't know. I guess with the schools closing down, it made it more "real" ... the sickness, the snow, no kids. It was such a strange day. It's just so weird!

All participants reported the explicit directions they received from their administration regarding their rooms before they left for ‘vacation.’ As one participant stated, “Yeah, everything had to be cleared because everything was going to be washed. And I don't know what kind of cleaning, but everything had to be shoved in the cabinets.”

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During our second interview I asked all participants if it would be okay to contact them to check-in and conduct our third interview. They all responded positively to my request and the third interview was scheduled electronically during their second week at home. By that time, late March, it became clear that they would not be returning to school at least until mid to late April. First-year teachers, usually overwrought with responsibility and stress, were now more available and welcomed the engagement in conversations regarding the current situation in which they found themselves. The five participants expressed relief in having an extended break, and shared they were feeling more like themselves then they had since the start of school. All participants were required to reach out to their families to check-in and find out if their child had access to technology. When I asked them about the results of their contact the three participants in the same district reported their students had minimal access to a device other than the use of a parent’s phone. Lauren was deeply touched by a conversation she had with a parent,

“It broke my heart because I asked the mom if her family was needing anything right now and she just straight up said ‘food’.” I asked Lauren how she handled the situation and she responded, “Well, so first of all, we're recording all this for the district. I also reminded the parent that there are three schools right now that are giving out two meals a day for kids zero to 18 years of age.” The two participants employed in a different district reported that three fourths of students in their classes had access to technology.

According to each participant, the disparity in access to quality education based on race and socioeconomics was significant.

As a result of participant increased time and availability, the fourth round of interviews were completed in mid-April. I began each interview with a discussion

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regarding COVID-19 and its impacts, both on them personally and professionally. The district in which Emily, Elisia, and Lauren worked provided paper packets each week since many families did not have electronic access. Parents were able to pick up packets from boxes set outside the school. Lauren reported that while 45 packets had been made for first-grade that week, only 15 were taken. Parents were not asked to return completed packets but were asked to take pictures of completed assignments for the teacher to check. Both Lauren and Emily reported they had not received any photos of completed work. In addition to paper packets, students and parents in their district were given password access to software to practice mathematics and language arts electronically.

Lauren stated,

I would say, I only have consistently four kids who actually go on line and complete work. And I would say from my homeroom, I would say I have at least five kids have told me they don’t have any access to the internet at home.

Emily spoke of her siblings in a neighboring district serving an affluent population, “My siblings’ district has one-to-one iPads, and they have schoolwork to do all week, but for our kids that's not really possible.” Elisia, Emily, and Lauren all reported missing regular physical contact with their students.

In the district employing Stacey and Chris, access to technology was much greater as compared to other educators within the study and, therefore, they were enjoying more success with remote learning than the other participants. Chris described remote learning as follows,

You know, it's gone a lot better than I expected. We've had about a 93% participation rate, which is really great. Yesterday, I did like a whole like class video conference with them and eight of them got on, which was good. Really just checking in and letting them talk to each other. In the next couple of years, my goal, like my biggest goal is to figure out a way to work from home. I don't know if it's a possibility, but I'm certainly going to be looking for it. And I know not

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everybody is like that. Like a lot of people love getting out and going to work and seeing people, but like it really takes a toll on me.

Stacey was also experiencing success reporting that 14 of her 19 students were completing assigned work regularly, though Stacey commented on her missing the ability to physically interact with her students.

During this time, I also collected supplemental data – specifically journal entries and artwork. Three of the five participants expressed enjoyment in completing their artwork and saw it as an escape from their usual routines. I was grateful for having had the ability to meet face to face, two times with each of my participants, as it enabled me to establish trust and a positive rapport that continued to grow throughout our relationship. The subsequent interviews with participants were conducted electronically, using both videoconferencing applications and the telephone.

During our last interview the uncertainty around the unprecedented time of a pandemic continued to permeate the conversation. Chris expressed,

I'm already thinking, and I hate to be thinking this way, but when August comes around, you know, I don't know. I don't know if we'll be going to school five days a week. I don't know if we go there a couple of days a week. I don't know if it'll all be online, but I've had to prepare myself.

The uncertainty throughout the nation surrounding the projected spread of the virus and the plans for reopening schools this coming fall remain an issue even as we approach the end of June.

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CHAPTER V

DISCUSSION, IMPLICATIONS, RECOMMENDATIONS, AND CONCLUSION

The changing demographics of our nation’s public schools increases the necessity and urgency for teachers to identify, and deconstruct negative stereotypes, biases, and cultural misconceptions (Banks & Banks, 2007; Howard, 2016; Pohan, & Aguilar, 200l;

Sleeter, 2017). The majority of the 80% White, female educators enter the teaching profession with potentially damaging views of diverse learners (Howard, 2016;

Lowenstein, 2009; Sleeter, 2017). The purpose of this study was to identify and explore the influence of lived experiences on the formation and transformation of first-year educators’ dispositions toward those identifying racially, culturally, and ethnically differently than themselves. In doing so it is the hope that recommendations for transforming negative dispositions of educators may be offered.

In the final chapter, I begin with a review and participant triangulation of the common themes, and evaluate and analyze the data in response to the research questions presented in this study. Insights and recommendations for educator preparation programs, building administrators and elementary educators to support the intentional development of positive educator dispositions toward diverse students are then provided. Lastly, I provide suggestions for future research.

A cross-case analysis of findings from the five first-year elementary educators was performed to identify and explore themes and patterns across the cases.

The lived experiences, expressed through participant’ voices, artwork, and journal entries were compared and coded to provide a robust picture of the factors influencing the formation and transformation of dispositions toward people of diverse backgrounds.

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There were 71 common codes identified across the five cases that represented patterns and parallels within the data. The codes were then grouped into seven themes, each representing a building block in answering each research question. The use of impressionistic records became the compass in conducting the cross-case analysis.

A review of these identified themes and the corresponding triangulation among participants is presented in Table 10.

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Table 10

Cross-Case Analysis Themes

Major Theme Characteristics Triangulation

Parental Influence on • Each participant held parental views and did not question Elisia, Stacey, Lauren Participant’ Dispositions those views unless a transformative event occurred. Emily, Chris • Transformative events, either changed or deepened previously held dispositions were reported by several participants

Elementary and Middle • Diversity teaching limited to hero and holiday approach Elisia, Stacey, Lauren School Educators’ • Lack of meaningful discussions around diversity Emily, Chris Influence on Participant’ • Elementary and middle school teachers act as role models. Dispositions Lauren, Chris, Stacey Peer Influence on •Tenets of transformative learning theory were present when Participant’ Dispositions dispositional change occurred •Interaction with peer group resulted in transformation of dispositions towards people identifying differently. •Positive Transformation occurred through critical discourse and self-reflection

Insufficient Opportunities • Absence of discussions aimed at self-exploration of Elisia, Stacey, Lauren for Preservice Teachers to implicit and explicit biases Emily, Chris Engage in Critical Self- • Discussions that did occur were limited at best and reflection and Discourse reconfirming of racial stereotypes at worst Elisia, Stacey, Lauren Failure of CRE University • Participants self-identified as failing to meet the Emily, Chris Coursework to Impact components set forth in culturally responsive education Participant’ Teaching • Teaching practices aimed at including elements of CRE Practices were limited and those practices that were present met the lowest standards of culturally CRE

Lack of District • Focus on academic achievement at the detriment of Elisia, Stacey, Lauren Administrative Focus on available time for students’ social emotional learning Emily, Chris Existing Student Diversity •Absence of district training and practices aimed at furthering social emotional wellbeing of staff and students •Low job satisfaction due to administration’s focus on teacher’s failings, offering little or no positive reinforcement or validation • First-year teachers ill-equipped to conduct meaningful conversations with students around racial, ethnic and cultural differences • Minimal staff available for support of students’ social emotional health

Desire by Participants to • Participants realize they are inept at conducting meaningful Elisia, Stacey, Lauren Receive CRE Training conversations with students around racial and cultural Emily, Chris differences • Participants all expressed fear in approaching subjects around race, culture and ethnicity

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Discussion

A cross-case analysis of the data collected from the five first-year elementary educator participants in the study identified common themes across the five cases. To fully answer each of this study’s research questions, the themes of the cross-case analysis are correlated to each research question. Through this process, a more complete portrayal of how lived experiences formulated and impacted participant’ dispositions toward others identifying racially, ethnically, and culturally different than themselves. The identification and exploration of these formational and transformational experiences offers insight into how such events may be intentionally reproduced, when beneficial, in various contexts to achieve desired positive results related to equity, racial/cultural awareness and diversity education.

Application of Theoretical Framework

The chosen theoretical frameworks, critical race theory as presented by Tate

(1997), social constructionism (Burr, 1995), transformative learning theory (Mezirow,

1991), and culturally relevant education theory (CRE; Dover, 2013), served as the foundational base for my research. CRT, grounded my research through the explicit acknowledgement of systemic and individual racism. In addition, CRT in the recognition of the failure of neutrality, meritocracy, and colorblindness arguments, presents a new lens through which to explore racism. Social constructionism was used to guide the creation of my interview protocol. Social constructionism maintains that knowledge is constructed through our inextricable tie to our culture and history and that knowledge is sustained through our social processes and interactions. Thus, leading me to explore the chronology of lived experiences of my participants. transformative learning theory

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proved to be of utmost importance in my research. The three tenets in this theory: centrality of experience, critical self-reflection, and critical discourse, were used as markers to recognize and determine the transformation of participant’ dispositions. The tenets of CRE were used as a benchmark for assessing participant perceptions of their performance effectively teaching diverse students. Using CRE assured consistency in data collection and data analysis as participants assessed and discussed their performance as teachers of diverse learners through the same lens which created a common language and enhanced understanding.

Question 1: What lived experiences have contributed to the formation of first-year elementary educators’ dispositions toward diverse learners?

In this study, the lived experiences of childhood, birth to age 12, were found to have a significant impact on the formation of dispositions. All five participants cited either one, or both parents, as the major influence in the formation of their early dispositions toward those identifying racially and culturally differently than themselves.

The research of social psychologists and educational researchers confirms that the early years of a child’s life are critical in the development of dispositions towards people racially and culturally different from themselves (Banks, 2006; Petovello, 1998; Van

Ausdale & Feagin, 2001). All five participants cited their parent(s) as the most powerful source of their racial dispositions during their young years. This influence is substantive when we consider the analysis of the General Social Survey from 2018 which reveals that negative racial stereotypes among White adult Americans remain widespread.

Negative racial and cultural dispositions formed in the home could be addressed in schools, yet none of the five participants remembered any meaningful racial and

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cultural learning taking place during their elementary or middle school classroom experience. The failure of elementary educators to deliver instruction which could positively impact students’ developing perceptions related to observed differences highlights a missed opportunity to address and positively impact the elementary learners’ mindset towards those identifying differently than themselves (Banks, 2010; Howard,

2016). Further, participant reports of only experiencing a ‘heroes and holidays’ approach in elementary and middle school, the least effective method of promoting the goals of

CRE, mimicked the practices participants themselves implemented in their own classrooms. The hero and holiday approach of integrating multicultural content within the elementary classroom remains the method most commonly employed by educators though it is the most simplistic approach to diversity education and often has the unintended consequence of minimizing and trivializing the contributions of other cultures while reinforcing detrimental stereotypes (Banks, 2010; Howard, 2016; Quezada &

Romo, 2004). Emily recalled after learning about Martin Luther King, Jr. in elementary school she went home and asked her mom if she was still allowed to play with her babysitter’s son who was racially mixed. This is a prime example of how inappropriately addressing diversity can unintentionally reinforces stereotypes (Sleeter, 2017).

Restricting the elementary multicultural curriculum to heroes and holidays fails to meaningfully integrate culture, race and ethnicity.

Question 2: What lived experiences, resulted in the transformation, both positive and negative, of first-year elementary educators’ dispositions toward diverse learners?

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Peer group influence on the transformation of participants’ dispositions toward people identifying differently racially and culturally was confirmed to have a significant impact. Also significant in the findings was the lack of opportunity given to preservice teachers to engage in critical self-reflection and critical discourse around their dispositions towards diverse peoples.

Three of the five participants reported a change in disposition as a result of peer interaction. In two of the participants, Chris and Lauren, the change was dramatic, and in the third participant, Stacey, peer interaction served to strengthen her dispositions toward diverse peoples. These findings are not surprising as there is a general consensus in the developmental psychology literature that a gradual shift away from parental influence to peer influence occurs during adolescence (Krosnick & Judd, 1982; Steinberg &

Monahan, 2007). As children progress through adolescence, there is a yearning for autonomy and an exploration of individual identity. These desires often result in breaking with their parent’s opinions and seeking advice, acceptance, and messaging on social issues from their peers (Liu et al., 2017).

It was therefore consistent with the literature to find that three of the five participants experienced a change in dispositions as a result of peer interaction. During his high school years, Chris totally rejected his family’s racist values and beliefs as a result of engaging in critical discourse with his new peers. Lauren, on the other hand, as a result of negative peer interaction, transitioned from holding openly accepting views toward people racially and ethnically different than herself to adopting a negative disposition towards the Latinx community.

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Most notable and surprising in the cross-case analysis was the absence of intentional transformational opportunities related to diversity in the educator preparation program. According to Mezirow’s transformative learning theory (1991), the centrality of experience, critical self-reflection, and critical discourse, are deemed necessary for transforming previously held attitudes and beliefs. None of the five participants reported engaging in meaningful critical discourse or critical self-reflection of their dispositions toward people identifying racially, culturally and economically differently than themselves during their time at University. Chris clearly remembered attempting to initiate such conversations on more than one occasion and expressed disappointment as to the depth of discussions that ensued. Elisia recoiled at the thought of the discussion she was subjected to regarding race and student behavior. These findings are consistent with research which finds most educator preparation programs offer a surface level, human relations approach to teaching diversity rather than one which explores racial identity, implicit biases, and institutionalized racism (Howard, 2016; Sleeter, 2017). Courses designed to provide teachers with increased cultural sensitivity and multicultural competence exist, but often lack the commitment to social justice, educational equality, and attitude transformation (Alismail, 2016; Banks, 2010; Gorski, 2009; Sleeter, 2017).

In order for a teacher to have the ability to address such issues in the classroom they must themselves have examined previously held assumptions and dispositions (Gay, 2010;

Ladson-Billings, 1995).

Providing opportunities for critical discourse and self-reflection of dispositions is paramount as teachers’ attitudes and dispositions have been identified as a predictive barrier to the academic and social success of diverse learners (Banks, 2010; Brown,

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2004; Gay, 1994; Sleeter, 2001). A teacher’s negative beliefs of diverse students leads to diminished expectations and therefore lower academic achievement

(Pohan & Aguilar, 2001). In addition, holding deficit views of diverse learners also results in inequitable treatment of students within full view of the other students, thus serving to cause additional social emotional damage to the mistreated child’s self- perception, as well as perpetuate racist thoughts among the students observing such behavior (Nieto & Bode, 2007). Elementary educator programs must be cognizant of the need to engage students in transformative reflection and discourse.

Question 3: What are first-year elementary educators’ perceptions of their performance as culturally responsive teachers?

While all five participants spoke of incorporating some elements of CRE none of the participants believed they came close to creating classrooms, or implementing curriculum, that qualified as meeting the basic tenets of CRE. Some of the participants recalled learning aspects of CRE and possessed a general awareness of the importance of culture, none of the five participants knew how to actually implement culture into curriculum. In addition, though all participants were employed in diverse districts, none were offered professional development or materials designed to incorporate the cultural backgrounds of their students or given the opportunity to explore dispositions. All participants, however, did express a desire to acquire more knowledge on how to implement the tenets of CRE.

Though research suggests that elementary school educators acknowledge the early acquisition of racial dispositions and act with intention to rectify this learned trait (Doyle

& Aboud, 1994), only two of the five participants felt comfortable enough to conduct

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these conversations in their own classroom. The other three participants deliberately ignored the subject when it came up in their classroom and later called the school counselor to come in and speak with the students. They cited discomfort and fear of getting pushback from administration or parents as the causes of their avoidance.

The perceived failure of educators to cohesively implement the tenets of CRE in the classroom is consistent with previous research. In a 2017 study of first-year teachers of diverse classrooms, including culturally and linguistically diverse students and children with impoverished and traumatic backgrounds, teachers perceived they lacked effective strategies and methods for meeting the needs of those students. Principals in this same study also indicated the need for first-year teachers to gain further understanding of their individual students’ backgrounds and needs (Tygret, 2017). Further, Milner and

Laughter (2015) found most beginning and experienced teachers hold the damaging beliefs that race in the classroom should be ignored, all students should be treated the same regardless of ethnic background, and a belief that racism in America has ended.

Fully comprehending the tenets of CRE requires fully embracing the historical relevance of the racial history within the United States and requires pre-service educators to complete coursework that challenges long-held beliefs and behaviors regarding White privilege and the role of race in American society (Ladson-Billings, 2006; Tatum, 2017).

Administrators within the districts which employed participants rarely mentioned the demographics of their schools. Aligned with the findings in this study, research reveals that graduates of administrative leadership programs across the nation often lack a clear and comprehensive understanding of racism and race relations (Laible &

Harrington, 1998; Young & Laible, 2000). Within the scope and sequence of many

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programs the topic of race is often taught in seminars or specific courses failing to weave throughout the curriculum the intersection of race, culture, and education (Lopez, 2003).

According to a study by Young and Laible (2000) “White educators and educational leaders do not have a thorough enough understanding of racism in its many manifestations . . . nor do they comprehend the ways in which they are perpetuating

White racism in their schools” (p. 375).

All five participants expressed internal motivation to learn how best to incorporate strategies to effectively educate their diverse students. The incorporation of

CRE strategies positively impact student’ academic achievement and social emotional growth. Andragogy, the study of adult learning, states that while adults are motivated by both internal and external factors, internal priorities are stronger in motivating adults to engage in learning. (Knowles, 1994). The high level of intrinsic motivation expressed by participants in this study offers an opportunity for professional development aimed at exploring racial dispositions during a teacher’s induction phase may have a significant impact.

Implications and Recommendations

Educator Preparation Programs

At the heart of CRT is the ability to comprehend the origins of racism and its power on our current society in an effort to reduce the impact, level, and detrimental effects of racism within the United States and throughout the world (Tate, 1997). Gay

(2013) cites the following actions as essential for the implementation of CRE: restructuring teacher attitudes and beliefs about cultural, ethnic, and racial diversity; resisting resistance to cultural diversity in teacher education and classroom instruction;

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centering culture and difference in the teaching process; and establishing pedagogical connections between culturally responsive teaching and subjects and skills routinely taught in schools. (p. 2) In order to begin to tackle this task, it is necessary for educator preparation programs to mandate a study of American history, through multiple perspectives, as it relates to the roots of racism. For students to understand the nature of racism they must be capable of analyzing how racism was created and it is maintained through a system of norms rooted in the majority ‘White male culture’ (Blaisdale, 2005).

In addition, the ability of teacher education programs to effectively address existing implicit biases and misperceptions held by future teachers regarding diverse learners can have far reaching consequences.

Diversity education at the college and university level can provide a forum in which preservice teachers can examine and transform both explicit and implicit biases

(Sleeter, 2017). A crucial outcome of diversity education is the ability of preservice teachers to identify, explore and transmute previously held misperceptions and damaging deficit views regarding race, class, gender, sexual orientation, ability and language.

Four of the five participants had no recollection of critical discourse regarding biases and dispositions, while Elisia recalled several inappropriate discussions regarding race in an environment that was far from safe. Speaking about race and racism is difficult and uncomfortable, but a necessary function if we are to begin to unravel the institutional racism in our country. DiAngelo (2018) states:

The default of the current system is the reproduction of racial inequality; our institutions were designed to reproduce racial inequality and they do so with efficiency. Our schools are particularly effective at this task. (p. 153)

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Widespread educator’ practices of color blindness and holding deficit dispositions towards students of Color, as evidenced in the practices of three of the five participants in this study, serve to further perpetuate racial inequality. The act of engaging in critical discourse with those three participants during the interviewing process resulted in their subsequent self-reflection and an emergence of a new awareness around institutionalized racism. These discussions were not comfortable but they are possible, impactful and necessary.

In explaining how to proceed with moving this dialogue on existing racism forward DiAngelo (2018) further states, “We can also demand that we be given this information in schools and universities and that we not be required to take special, elective courses to be exposed to it” (p.146). The time for universities to develop comprehensive programs aimed at educating the hearts and minds of all students on the existence of personal and institutionalized racism is now. The protests emerging from the killing of George Floyd in 2020 have led to a national cry for change and a heightened awareness of existing institutional racial inequalities and social injustices that have occurred in America for centuries. Carefully designed programs aimed at providing multiple opportunities for students to explore and transform negative dispositions toward those identifying differently than themselves should be woven into all coursework in undergraduate studies and educator preparation programs.

Mounting research speaks to the urgency of raising cultural sensitivity and awareness of teachers entering the classroom, yet a current review of programs in place reveals their inability to produce culturally responsive educators (King & Butler 2015).

Preservice students enter classes with a wide range of dispositions that determine their

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reaction and internalization of diversity content. Participant’ responses to implementing the tenets of CRE and a synthesis of the findings in this study, clearly indicate the need to provide multiple opportunities within university coursework for critical discourse and critical reflection around biases and dispositions as they relate to race.

Research has concluded that methods of instruction in university coursework are paramount in changing attitudes and beliefs (Brown, 2004). Methods of instruction in university courses, including a shift from transmissive teaching practices to transformational practices, are mandatory to alter the beliefs and attitudes of students

(Villegas, 2007). As such, tenets of transformative learning theory should be imbued in all coursework.

Transformative learning theory (Mezirow, 1991) states, and vast research concludes, that providing opportunities for critical self-reflection, critical discourse and a focus on reducing student resistance had the greatest impact on transforming students’ attitudes (Banks & Banks, 2007; Brown, 2004; Sleeter, 2001). Critical reflection is the willingness and ability to think critically about ones’ beliefs and attitudes (Banks, 2010).

Most adults have an epistemological awareness, namely an unconscious awareness of how they have come to know what they know, and it is only through this inquiry that a rational evaluation of beliefs and truths can be conducted (Kitchenham, 2008). Critical reflection is the conduit through which preservice teachers begin to reevaluate and reconstruct long held values, the understanding of how knowledge is gained and the nature of reality (Miller & Owusu-Ansah, 2016). Research studies evaluating a teacher education curriculum endorse providing multiple opportunities for White preservice teachers to evaluate their acculturation and how their beliefs about what is known impact

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their interactions with issues of diversity (Ladson-Billings, 2006; Sleeter & Grant, 2011).

Inner reflection must be accompanied by dialogue with others to reconstruct and internalize new beliefs (Brown, 2004). Critical discourse, which can only occur in a risk free, supportive environment, presents an additional forum in which preservice teachers can critically examine their presupposed beliefs (Villegas, 2007).

The ability to take another’s perspective also requires the presence of, and may necessitate the teaching of, intrapersonal skills, emotional intelligence skills such as empathy, self-awareness, and impulse control (Tatum, 1992). An end goal of critical discourse is the ability of an individual to present a perspective on their own perspective

(Mezirow, 1991). Engagement in critical discourse promotes the use of abductive reasoning to assess values and beliefs creating a new knowledge base to evaluate currently held judgments or interpretations (Habermas, 1984).

Further, providing explicit teachings of both White and Black racial identity formation as part of preservice teacher education would serve as a forum for necessary self-examination and evaluation of racial identity. Faculty should create diversity courses and workshops to examine White racial identity development, as well as provide an exploration of the experiences of other racial groups (Hornack, 2003; Middleton, 2002;

Ortiz & Rhoads, 2000). The developmental understanding of “ethnic self” and “ethnic other” has a profound impact on multicultural teaching and learning (Santoro, 2009).

Preservice teachers must first recognize and know their own identity, and biases, before they can help others discover theirs (Howard, 2016). Exposing preservice teachers to the process of race identity formation will further assist them in comprehending emotions and phases that they, their classmates, or future students may experience (Helms, 1990).

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Research reveals that resistance to new learnings around race are common, and preparing students in advance may help combat barriers to critical reflection and discourse (Tatum,

1992). Resistance barriers include the belief that race discussions are off-limits, a perpetuation of the belief of America as a system of meritocracy, and a denial of any personally held racist attitudes (Tatum, 1992).

In conjunction with the self-exploration of dispositions, courses exploring the historical and political realities of racial injustice, as well as offering a thorough understanding of the governmental structure of this country should be mandatory for all pre-service educators. To achieve enhanced multicultural educator preparation, educator preparation programs need to incorporate the time necessary to inform teachers about the history of racial relations, as they cannot teach what they do not know (Van Ausdale &

Feagin, 2001). The past and current practice of teaching cultural awareness falls short of meeting the goals of educating diverse students. Instead, future educators need to possess the historical knowledge and background of racial and ethnic relations, which will assure educators truly comprehend perspectives of their future students (Banks, 2010; Howard,

2016). Fully comprehending the historical relevance of the racial history of the United

States requires pre-service educators to complete coursework that challenges long-held beliefs and behaviors regarding White privilege and the role of race in American society

(Tatum, 2017).

I envision and strongly encourage the development of coursework whose curriculum includes such topics as: an historic overview of slavery practices and the subsequent birth of eugenics for the justification of such practices; a historic focus on the

Constitution, the blueprint of American government, which at its origins embodies racial

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discrimination in determining the counting of enslaved people in the 3/5 compromise; the events leading up to the Civil War, and the consequent addition of the 13th, 14th, and

15th Amendments; the advent, and later disintegration, of the reconstruction movement which ushered in Jim Crow laws and other discriminatory practices; the dawn of the civil rights movement; a review of the decades since the start of the civil rights movement resulting in some positive, progressive legislation only to be redirected to a greater focus on individual merit and achievement rather than continued strides of social equity in our country. Students need to comprehend the misnomer that we live in a post racial society through a deep exploration of our country’s current institutions and policies including the criminal justice system, the healthcare system, as well as the education system.

In addition, educator preparation programs must update their required reading bibliographies to include materials that specifically address implicit biases, White privilege and institutional racism. None of the five participants remembered any reading materials regarding race and dispositions in their coursework. Examples of titles to include are DiAngelo’s (2018) White Fragility, Kozol’s (2012) Savage Inequalities:

Children in Americas Schools, Alexander’s (2010) The New Jim Crow: Mass

Incarceration in the Age of Colorblindness and Tatum’s (2017) updated Why Are All the

Black Kids Sitting Together in the Cafeteria? Subsequently, students should be engaged in self-exploration of how their lived experiences have impacted their dispositions toward those of different races and ethnicities. Engaging in critical discourse with classmates and through a dialogue journal with the instructor provide an opportunity for self-reflection.

Cultural autobiographies and life history assignments may be used to allow students to explore teacher identify and recognize the existence of personal biases as the lens through

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which all information is filtered (Brown, 2006). Further, the use of reflective writing as a practice to raise self-awareness would prove beneficial (Brown, 2004). These practices have been successfully used to provide a positive forum for both students and teachers to evaluate growth and analyze the process of transformation (Brown, 2004). Based on interactions with the participants in this study, they are eager to participate in this type of self-reflection.

Assuring positive dispositions toward diverse students and understanding the historical and political contexts of institutionalized racism, are crucial first steps, but preservice teachers must also exit educator preparation programs with concrete knowledge of how to design and develop classrooms that are culturally responsive in an effort to meet the needs of all students. Gloria Ladson Billings (1996) advocates culturally responsive education must include: bringing native language of students into the classroom, encouraging active family involvement, a thorough understanding of history and culture, and a safe, risk free community culture into the classroom. While all of the participants in this study explicitly spoke of wanting all students in their rooms to feel comfortable and safe, none of them attempted to bring in native languages, or include on history and culture in their curriculum. Only one participant spoke of actively soliciting family involvement in the classroom.

Though all of the five participants in the study claimed to have heard the term, or a version of the term, culturally responsive education, none of the five could intelligibly discuss what it meant. This clearly illustrates a learning gap within educator preparation programs, and these programs should prioritize comprehensively teaching the components of CRE. To accomplish this task, first and foremost, CRT must be

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understood as a complex theory (Sleeter, 2012) and be made viable for incorporation in the classrooms of new educators. Existing research confirms these findings and reveals evidence when the theory is oversimplified, it often distorts the conception understanding of CRT among teachers leading them to reject the concept and fail to embrace its significance (Fitchett et al., 2012; Sleeter, 2012; Young, 2010). Specifically, Young

(2010) conducted a research study of seven teachers’ conceptual understanding of culturally relevant pedagogy. The research revealed while all seven teachers valued student culture, none of them connected the use of student culture with improving students’ academic learning. The correlation between applying CRE strategies and improving student achievement is demonstrated in research and should be clearly presented to preservice teachers (Arson & Laughter, 2013). These findings were confirmed through the responses of the five participants in this study. Four of the five participants relied solely on the literacy textbook as their means of providing any cultural references to their students. One participant did attempt to include outside materials but only as they related to Black history month. Further, a lack of familiarity with diverse students’ cultures often caused teachers to misinterpret students’ nonverbal cultural displays which often results in inappropriate disciplinary consequences for these students

(Irvine & Armento, 2001). In addition to understanding multiple strategies necessary for the creation of culturally responsive education, a mindset of intentionality must also be present.

If the aim of teacher education programs is to elevate educators beyond the status quo of current approaches to diversity education, there needs to be a transformation in the content and the pedagogy employed within teacher education programs. This

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transformational shift will require coursework that challenges long held beliefs and behaviors. To successfully inspire transformational change teacher educators must first conduct an investigation of their previously held emotional, social and cultural beliefs regarding diversity. The personal self-development of the teacher educator is equally as critical as their academic competence in impacting the development of preservice teachers’ dispositions toward diverse learners. Examples of transformative pedagogical strategies to be used with both teacher educators and preservice teachers include cultural autobiographies, life histories, prejudice reduction workshops, cross-cultural interviews, educational plunges, diversity panels, reflective analysis journals, and activist assignments at the micro, meso, and macro levels (Brown, 2006). Utilizing a pedagogy such as Sentipensante (feeling and thinking) developed by Rendon (2009) outlines a framework in which to develop a curriculum aimed at raising awareness of social justice issues. This pedagogy employs Gardner’s theory of multiple Intelligences (1993) in conjunction with Daniel Goleman’s theory of emotional intelligence (1998) in an effort to celebrate the lived experiences of all students.

Building and District Administrators Implications and Recommendations

The induction phase, the first few years of a teaching career, are critical in determining future teaching practices and longevity in the profession (Ingersoll, 2012;

Perda, 2012). As with all transitions, during the induction phase, first-year teachers begin to question their previously held dispositions and values. This questioning is in part attributed to the discrepancies between personal beliefs and those beliefs held in the workplace environment (Fessler & Christensen, 1992). All participants in this study were eager for guidance on how to best conduct discussions around racial comments made by

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their students and three of the five participants expressed fear in broaching the subject of race. Building and district administrators should capitalize on the questioning occurring during this phase by providing professional development aimed at growing mindset and knowledge pertaining to culturally responsive teaching.

There is a need for positive role models and colleagues to provide first-year teachers classroom assistance and practical know how to new teachers. Research reveals retention rates increase when districts provide quality induction and mentoring programs to new teachers (Ewing & Smith, 2003). In addition, the Educator Quality of Work Life

Survey (AFT, 2017) reports that educators employed in districts that have implemented effective mentoring programs were less likely to report high levels of stress, achieve a better life work balance, and were less likely to report a plan to leave the building or the profession. Four of the five participants in this study reported the assignment of a quality mentor was critical in their surviving their first-year of teaching. The four participants cited trust as the most important characteristic of a good mentor. The one participant assigned an inattentive formal mentor found other colleagues in the building for needed support. In all five cases the principal assigned the mentor to the participant and no explanation of the method used in choosing the assignment was shared with participants.

Fessler and Christensen (1992) advocate that management style of school administrators highly influence a teacher’s degree of success during the induction phase.

Research also shows that it is customary for new teachers to avoid dealing with their administrators out of fear of judgment, therefore an approachable and supportive principal is paramount for a new teacher to receive the support they need (Fessler &

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Christensen, 1992). Principals and district administrators need to understand the impact their lack of support has on their teachers.

All participants in the study were negatively impacted by the actions of their administrators. Stacey and Chris cited the lack of consistent leadership and structure from administrators as a stumbling block to effective teaching. The remaining three participants, Elisia, Lauren, and Emily, chronically spoke of the lack of support and negative feedback they received from building administrators as the most difficult challenge they faced during their first year of teaching. Research reveals administrator’ support of teachers was a critical component in a teacher’s decision to remain in hard-to- staff schools (Fredricks, 2001; Hughes et al., 2015; Jorissen, 2002). One such study found teachers reported emotional and environmental support as most important in their decision to leave a building and cited being recognized for a job well done and receiving positive feedback as examples of emotional support (Hughes et al., 2015). Participants in my study indicated that receiving more positive feedback and recognition for a job well done would have enhanced confidence, job satisfaction, and a desire to remain teaching in the building. The three participants in the study who reported unsupportive administrators expressed the desire to leave their district of employment at the end of the year. One of the participants had already given her notice, while the other two seemed to lack the confidence to seek employment elsewhere. These findings mirror existing research which shows that principals who recognize the strain and exhaustion of teaching, will have better success retaining teachers (Hughes et al., 2015). Another study found, “principals who are in touch with these realities can provide the individualized

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support needed to reduce their teacher’s feelings of isolation, exhaustion, and burnout”

(Ax et al., 2001, p. 68).

Further, placing a first-year teacher in a difficult job assignment without sufficient support will also result in a negative experience (Fessler & Christensen, 1992). Two participants, Stacey and Chris, reported such experiences as their class roster included multiple students with extreme behaviors in a school with insufficient support staff.

Three participants reported reaching out multiple times for assistance from the school psychologist and building counselors only to be told they were too busy. Increasing the availability of support staff for first-year teachers would ease the daily stress teachers experience and act to better serve the students in their charge.

Administrators must utilize the opportunity they possess to create and maintain schools with a positive culture and a climate that recognizes and values the social emotional needs of the teachers and the students they serve. The creation of a building culture hyper focused on testing and the corresponding data often results in low building morale and fails to place emphasis and provide needed time in the day for the social emotional growth of teachers and their students. Three of the five participants reported working in buildings heavily focused on student’ academic data points to the detriment of social emotional learning in their classrooms. This finding is again consistent with findings that reveal the national policy shift in education to focus on school and individual achievement on standardized tests has resulted in minimizing the intricacies of social and emotional processes (Ball, 2003).

Despite this intense focus on literacy and mathematics testing present in many districts serving diverse learners the pervasive achievement gap between students of

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Color and their White counterparts has not substantially changed. Although the Status and Trends Report in the Education of Racial and Ethnic Groups (2018) reports slight gains in Black fourth grade students’ reading (from 32-point gap to 26-point gap) and mathematics (from 32-point gap to 25-point gap) scores, fourth grade gap of 23-points for

Latinx students has remained the same since 1992. Similarly, eighth grade reading scores

(from 26-point gap to 19-point gap) show a slight gain for Latinx students while reporting the gap between Black and White students has remained held constant at 25 points since

1990. In mathematics, gaps in scores for both Black (32 points) and Latinx (24 points) eight grade students remain unchanged since 1990.

Administrators must prioritize and reevaluate the time allotted for social emotional learning if they are to better serve the students in their charge. The inextricable link between a child’s social emotional health, specifically related to self-esteem and self- efficacy, and their academic success has been well documented (Bandura et al., 1996). In addition, administrators need to explore their implicit and explicit biases and engage in growing their cultural competence to effectively serve the buildings they manage. Four of the five participants complained that the pressure they felt to accomplish curriculum goals caused them to forego lessons aimed at social emotional development and

‘community time’ which they found highly impactful and valuable for students’ social emotional growth.

Elementary and Secondary Educators Implications and Recommendations

Children and young people are particularly susceptible to the negative effects of racism, which include detrimental impacts on health and wellbeing, educational and social outcomes, occurring in both childhood and throughout life (Neblett et al., 2008).

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Elementary educators need to have the awareness and confidence to promote positive attitudes among their students, counter negative attitudes and be able to provide effective responses to racism when it occurs (Neblett et al., 2008).

Numerous studies have been conducted in an effort to understand the development of children's ethnic prejudice. The research regarding the acquisition of racial identity and awareness provides a previously missed opportunity to impact the attitudes and perceptions of elementary level students. If young children are developing ethnic preferences then having open discussions on racial biases and teaching explicit lessons are appropriate at that age and may result in more positive beliefs of diversity as children grow (Doyle & Aboud, 1995). Evidence maintains that students as young as three can begin to formulate negative perceptions with regard to racial and cultural differences, yet elementary educators seldom deliver any impactful instruction to positively impact students’ perceptions (Banks, 2004). Instead, at the elementary level, diversity education is limited to superficial tokenism, that of focusing predominantly on holidays and heroes (Quezada & Romo, 2004). This practice misses a clear opportunity to address and positively impact the elementary learners’ mindset regarding multicultural issues.

There is a need for elementary educators to understand identity formation and its importance, so they may help their students develop positive identities. As stated by

Priest et al. (2014):

Minority children need to understand their own ethnic/racial identity (self- concept) as well as developing positive attitudes toward members of other racial/ethnic groups. Similarly, majority children also need to understand their own identity (e.g., whiteness) while also learning about other ethnic/racial groups. (p. 4)

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In addition, failing to recognize explicit and implicit biases existing within all humans, including teachers, will perpetuate limited opportunities for diverse students. Gillam and

Ford (2007) warn that:

If elementary-school teachers continue to think about, perceive, and make decisions relative to students of Color in the same ways they have in the past, we will continue to see the underrepresentation of culturally diverse students in gifted programs. (p. 172)

In order for educators to help facilitate the reduction of racism and achieve a socially just society, educators themselves must posses’ positive dispositions. The failure of three of the participants, elementary educators, to fully grasp the existence of institutionalized racism and its impact on education further speak to the need for this learning.

Creating classrooms with the explicit goal of assisting children in reducing prejudice will encourage the building of meaningful relationships within the world they live, as opposed to, promoting an invisible culture which breeds superiority and inferiority, winner and losers, will positively impact the racial identity of all children

(Doyle & Aboud, 1995). Early intervention with regards to social and cultural sensitivity is paramount (Hawkins, 2014).

The use of portraiture methodology in exploring personal and professional dispositions should be utilized more frequently in educational research. It results in authentic and meaningful revelations to both the researcher and participants. Successful use of portraiture requires authenticity and flexibility on the part of the researcher. The researcher through sharing personal experiences builds relationship and bridges trust with the participant. Without relationship and trust the use of portraiture is fruitless.

Relationship and trust require the researcher to share his or her vulnerable, authentic self to reveal both weakness and goodness on the journey to cocreated truth.

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Future Research

Further research aimed at studying first-year teacher’s implementation of ‘taught” practices as they relate to culturally responsive education is necessary to ensure that there is effective transference of knowledge from college coursework to classroom practice.

Additional research that examines first-year educators graduating from universities differing in size, and geographic location may reveal best practices found to prepare teacher educators to provide transformational opportunities for their preservice students.

Further examination of current district policies governing professional development is necessary in order to ensure trainings are effectively designed to provide in-service elementary teachers with the opportunity to explore dispositions towards those of differing races, cultures and ethnicities. This would also be beneficial to help potentially deescalate institutionalized racism in an effort to better serve diverse students.

In addition, continued research on mentoring and induction programs is necessary to examine the critical process administrators use in selecting new teacher mentors, how to effectively train those mentors, and how to establish an induction program for new teachers that would enhance first-year teachers’ performance as culturally responsive educators.

Existing research on the children’s formation of dispositions toward diverse groups has almost exclusively focused on older children and adolescents rather than younger children under 12 years of age. Through the examination of various methods and strategies to effectively address racism, promote positive racial and cultural dispositions, among younger children, a greater sense of outcomes and best practices surrounding these lines of inquiry within an elementary classroom can be fully realized.

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Conclusion

This study sought to uncover the factors influencing the formation of participants’ dispositions toward diversity, the subsequent transformation of dispositions, and their perception of performance as culturally responsive educators. Portraiture inquiry, embedded in a qualitative case study, provided an effective forum for an in-depth exploration of these research interests. Unlike other research methodologies which preclude perspectives and voices of ‘school inhabitants’ the central focus of this study is on the voice and perspective of participants (Lawrence-Lightfoot, 1983). The primary method of data collection was interview, supplemented with journal responses, and artwork which provided additional information of value – all of which provided sufficient evidence in which to build individual portraits among my subjects. While previous studies have focused on the dispositions of preservice teachers, this study provided deep insight into the lived experiences of first-year educators shedding light on possible steps toward the positive growth of dispositions.

In addition, prior to this study, there was a lack of information in the literature regarding the perceptions of first-year educator performance as culturally responsive educators. Hence, I have added voice to the lived experiences of first-year educators of diverse students. The aim of all educators should include the ability to build relationships with students from backgrounds different than their own, create a bond between school and home, design a curriculum which integrates all facets of multiculturalism, employ equitable pedagogy, reduce prejudice while building classroom community, and strive to be agents of change who stand against injustice (Sleeter & Owuor, 2011). The failure to meets these goals and transform the negative dispositions held by educators toward

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students of Color, the fastest growing demographic group, will be detrimental to our nation, both economically and socially (Darling-Hammond, 2010).

The unexpected intrusion of COVID-19 highlighted the existing crevasse of access to quality healthcare and education between communities of Color and White communities as seen throughout the study. At the time of this writing, protests, social unrest and calls for justice in the police killings of unarmed Black men have reached unprecedented heights in America. The institutional racism which has marginalized communities of Color for decades, has been brought to light at this time (Laurencin &

McClinton, 2020). Let us harness this awareness and prepare our educators to be part of this nation’s solution rather than add to the problem of institutionalized racism. We must not allow these painful realities in our country to retreat once again into the shadows.

Elementary preservice and in-service educators must be cognizant that if they possess negative dispositions toward diverse students the performance of these students will be negatively impacted. Elementary educators must be presented with numerous opportunities to explore dispositions toward diverse learners and be given tools to mitigate any negative biases.

As stated by Priest et al., (2014): In order to create and promote harmonious societies, children and young people need the skills and attitudes to think positively about racial, ethnic and cultural diversity. As attitudes and behaviors towards people who are different to oneself are learnt in childhood, we must better understand the processes by which children and young people learn about and negotiate racial, ethnic, and cultural diversity (including issues of racism and prejudice) so that positive skills and attitudes might be promoted and negative ones can be countered. (p. 2)

Elementary educators, provided they hold positive dispositions toward diversity, and have received preparation in conducting conversations aimed at growing their students view of diversity, are presented with the opportunity to positively impact the future

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trajectory of racial consciousness in America. “Racism, rooted in malevolent social constructions, is a curable or ‘deconstructable’ – social disease” (McGettigan, et al., 2016 p. 1) as such elementary educators may wield far more influence in changing students’ negative racial dispositions than they know.

For educator preparation programs and district administrators to successfully navigate the increasing levels of cultural diversity within the classroom, they must offer opportunities and guidance in developing positive dispositions toward children of differing racial and ethnic groups. Educator preparation programs must also ensure educators understand the role they play in the formation of their students’ dispositions.

Elementary educators, as central actors in a child’s early life, are in a unique position to alter the negative racial beliefs their students may be learning at home from families, media, and communities. The elementary years are the optimal time to begin formally educating our young about the nature and history of race and racism in America, for we know they are receiving an informal (often erroneous) education outside the school walls.

We have a captive audience of curious, malleable students, we must not squander this opportunity.

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Appendix A Interview Protocols Interview 1: Initial Meeting 1. Introductions. Explanation of study. State the purpose and significance of study. 2. Establish protocol for interviews including consent form and permission for audiotaping. Establish best times and locations for future meetings. Share participant expectations for the study – interviews, artwork, and journal entries. 3. Share my background and experience with participants as it relates to the purpose of the study. Discuss understandings of the goals and ideals set forth in diversity education. What do you think your responsibilities are as an educator of diverse students? How were these ideas expressed to you? 4. Thinking about the four basic tenets of CRE (Dover, 2013) discuss your understanding of each one. • The use of constructivist methods to develop bridges connecting students’ cultural references to academic skills and concepts. • Engaging students in critical reflection about their own lives and society through the use of inclusive curricula and activities supporting analysis of represented cultures. • Facilitating students’ cultural competence through teachings about their own and other cultures in an effort to instill pride in students’ own and other cultures. • The explicit unmasking and unmaking of oppressive systems through the critique of discourses of power, as well as assuming an active role in pursuing social justice for all in society. 5. Discuss your thoughts on racism in society. a. Tell me about a memorable experience that describes the types of messages you received either implicit or explicit about your race. Where did these messages come from? b. Think back to a time you were watching TV, a movie, or listening to music. Tell me about the type of message you received about your race. How did this make you feel? c. Tell me about a memorable experience that describes the types of social messages you received about race. How did this make you feel? 6. Discuss your thoughts about socioeconomic status in society. a. Tell me about a memorable experience that describes the types of messages you received either implicit or explicit about your socioeconomic status. Where did these messages come from? b. Think back to a time you were watching TV, a movie, or listening to music. Tell me about the type of message you received about your socioeconomic status. How did this make you feel? c. Tell me about a memorable experience that describes the types of social messages you received about socioeconomic status. How did this make you feel?

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Interview 2: Early Personal and Academic Experiences 1. Thinking back to your childhood tell me about who the person you wanted to be when you grew up? Tell me about the experiences you had that led to this picture. a. Think back to your perceptions as a child of your race. Tell me about the experiences that led to these perceptions. b. Think back to your perceptions as a child of your socioeconomic status. Tell me about the experiences that led to these perceptions. 2. Tell me about your family dynamics growing up. What were the roles of each family member? Tell me about the messages, either explicit or implicit, you received from you family members regarding people of different races, religions, and socioeconomic groups. a. Think back to an experience from your childhood that influenced your perceptions of people different from yourself. b. Think about a person from your childhood that you admired. What about the person was admirable? c. How do you believe the perceptions of diverse people have changed since your childhood? 3. Think back to what you wanted to be when you grew up? Tell me a story about the reactions you received when you shared what career you wanted to have. How did this make you feel? a. Think about your decision to become an educator. How did that come about? What were the reactions of those close to you? b. What was the reaction of those close to you when you told them about the job you accepted? What did they say? How did this make you feel? 4. Think back to your experiences as a student. Tell me about the demographics of the neighborhood school in which you attended. Describe experiences you had with classmates different from you in race, religion, and socioeconomic status? What images come to mind. a. Think back to your teachers throughout elementary and middle school. What were their reactions to students of races, socioeconomic statuses, and religions different from them? How did that make you feel? b. Think back to your teachers throughout high school. What were there reactions to students of races, socioeconomic statuses, and religions different from them? How did that make you feel? 5. Think back to your support system growing up. Tell me a story about a time when you felt supported during an academic challenge, an emotional challenge, a physical challenge. a. Family: How was that support offered? What was the reaction to you when you were struggling? How did that make you feel? b. School: How was that support offered? What was the reaction to you when you were struggling? How did that make you feel? 6. Think back to your goals and dreams while in elementary, middle and high school. What was special about those goals and dreams? Were there people who supported you in achieving these dreams? a. Think back when you made the decision to become an educator. Tell me about this experience.

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b. During your elementary, middle, or high school years was there an educator you looked up to that impacted this decision. Tell me about that experience. c. Describe the positive highlights of your years in elementary, middle and high school. Describe any negative experiences you may have experienced. 7. What three words might you use to describe your experiences in your early years with people who identified differently than you do.

Interview 3: College Experiences 1. Thinking back to your years in college, what images come to mind? Tell me about the experiences that contributed to those images. What factors contributed to your choice of schools? 2. Think back to your academic experiences as a student in the college of education. What was your attitude towards classmates identifying differently than you? What experiences contributed to these dispositions? a. Which courses had the greatest impact overall? Tell me about experiences you had during those courses. b. Thinking specifically about your diversity courses what stands out? c. Please describe discussions regarding dispositions and attitudes about diversity. 3. Tell me about experiences you had with your professors while in college. What were your relationships with your professors? a. Think back to your professors throughout college. What were their reactions and relationships with students of races, socioeconomic statuses, and religions different from them? How did that make you feel? b. Think back to your field placement experiences. What images come to mind. How did teachers you observed treat diverse learners in the classroom? How did that make you feel? 4. Think back to your social relationship during your college years. a. Tell me about the experiences you had with classmates. What were your favorite activities, hobbies, etc.? b. How often, if at all, did you interact with classmates of different races, religions, and socioeconomic status? 5. Think back to your support system in college. Tell me a story about a time when you felt supported during an academic challenge, an emotional challenge, a physical challenge. a. Family/friends: How was that support offered? What was the reaction to you when you were struggling? How did that make you feel? b. Professors and staff: How was that support offered? What was the reaction to you when you were struggling? How did that make you feel? 6. Think back to your goals and dreams while in college. What was special about those goals and dreams? Were there people who supported you in achieving these dreams? a. Think back when you made the decision to become an educator. Tell me about this experience.

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b. During your college years was there an educator you looked up to that impacted this decision. Tell me about that experience. c. Describe the positive highlights of your years in college. Describe any negative experiences you may have experienced. 7. What three words might you use to describe your experiences as a college student with people who identified differently than you do.

Interview 4: Professional Experience 1. Think back to your decision to pursue your career. Were the images you held of becoming an educator in sync with what you found upon entering the teaching profession? How were they alike and different? a. Tell me about your perceptions of your ability to educate all students before entering the profession. Describe your perceptions now. b. Tell me a story that contributed to your feeling this way. Were others involved in your arriving at your current perceptions? 2. Professional Community: Describe your current professional community. How does this community contribute to your growth? How might the professional community inhibit growth? a. Describe the support you receive from colleagues and administrators in your building. b. Within your professional community tell me about those who you trust. Those you admire and learn from? What special qualities do these people have? c. Within your professional community tell me about those people with whom you are uncomfortable? What about this person makes you uncomfortable? 3. Professional Environment: Think about the image of the school environment in which you had envisioned yourself working. How is your current environment similar to that vision? How is it different? a. How do you feel about working in your current work environment? b. When you think about your current work environment does it make you feel happy or anxious? 4. Think about the demographics of the school district in which you are employed. Describe the demographic makeup of your class. Discuss your feelings of preparedness to meet the academic and emotional needs of your current class. a. Has the demographics in your class impacted your teaching in any way? If so, please describe the experience for yourself and your students? b. Thinking about students’ interactions with each other, has the subject of differences come up? If so, how was it handled? c. Thinking about your interactions with your students has the subject of differences come up? 5. Family Support: Describe your current living situation. Tell me about your support system since the start of the school year. How does you support system serve you?

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a. Tell me about a time when you felt really supported in your career by family and friends. What did they do or say that contributed to your feeling supported? b. Tell me about a time when you did not feel supported in your career by family and friends? Describe the experience. 6. What three words might you use to describe your experiences as a first-year educator of diverse students. What are your long-term career plans? Do you envision yourself teaching in 5 years? Why?

Interview 5: Self Evaluation as a Culturally Responsive Educator What do you do to in your classroom to effectively teach diverse students that is not mentioned? 1. What is your general understanding of the goals and ideals set forth in diversity education? Specifically, how would you rate your ability on the following: • goals include the ability to build relationships with students from backgrounds different than their own, • create a bond between school and home, design a curriculum which integrates all facets of multiculturalism, • employ equitable pedagogy, • reduce prejudice while building classroom community, and • strive to be agents of change who stand against injustice 2. Thinking about the four basic tenets of CRE (Dover, 2013) and how each is, or is not, incorporated in your classroom. • The use of constructivist methods to develop bridges connecting students’ cultural references to academic skills and concepts. • Engaging students in critical reflection about their own lives and society through the use of inclusive curricula and activities supporting analysis of represented cultures. • Facilitating students’ cultural competence through teachings about their own and other cultures in an effort to instill pride in students’ own and other cultures. • The explicit unmasking and unmaking of oppressive systems through the critique of discourses of power, as well as assuming an active role in pursuing social justice for all in society.

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Appendix B

Journal Prompts

Journal Prompt 1 Please reflect on any interactions with or among students within your classroom regarding culture, race, gender, or socioeconomic status. Describe these interactions, your outward response, if any, to these interactions and your inward emotional responses to the event. Upon reflection how would you assess your role in the situation? Is there something you would change about how you handled the situation?

Journal Prompt 2 Please reflect on any interactions with or among families of students within your classroom regarding culture, race, gender, or socioeconomic status. Describe these interactions, your outward response, if any, to these interactions and your inward emotional responses to the event. Upon reflection how would you assess your role in the situation? Is there something you would change about how you handled the situation?

Journal Prompt 3 Please reflect on any interactions with or among colleagues within your school regarding culture, race, gender, or socioeconomic status. Describe these interactions, your outward response, if any, to these interactions and your inward emotional responses to the event. Upon reflection how would you assess your role in the situation? Is there something you would change about how you handled the situation?

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Appendix C

Artwork Guide

Artwork Creation Guide I want you to go back to a time since the start of this school year where you had a professional interaction with a student, parent, or colleague who identified differently than how you identify. Think back to a time when you had an experience with a person of a different cultural, ethnic, or racial background. It could have been a pleasant experience or maybe not so pleasant. Maybe it was happy or confusing or sad. It doesn’t matter. Just pick one. Maybe the first one that comes to mind. How does it feel to be you there? What is it like? Whose around you? Where are you? What does it smell like? I want you to create your own depiction of this experience. Draw, or create using a computer, what it was like. You can use whatever colors you want. Or maybe no colors at all. You can draw shapes, or lines, or stick figures or whatever you’d like to create to represent this experience. This isn’t an art class and I’m not grading you.

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Appendix D

Institutional Review Board Approval

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Appendix E Coding Guide

The following codes were created during the first and second cycles of coding for each case. Codes were constructed both inductively, and deductively based on the theoretical underpinnings of the research.

Portraiture – process of inquiry

Context – space and time, internal and historical context Colorado and Diversity – refers to diversity among residents of Colorado COVID-19 – refers to life changes, personal and professional impacting participants Voice – researchers’ point of view Cocreated Researcher/Participant reflections – refers to discussion between participant and researcher where new thoughts and information on one or both parts occurred Relationship – development of relationship between researcher and participant Cocreated Researcher/Participant reflections – refers to discussion between participant and researcher where new thoughts and information on one or both parts occurred Emergent Themes – common patterns emerging within participant data and across five participants Aesthetic Whole – the weaving of the tapestry which represents each participant Goodness Discovered – refers to the essence of portraiture which seeks to illuminate existing goodness amid weaknesses Ouch – a statement of revelation revealed by participant that struck a nerve

Early Life History – refers to all coded experiences prior to college experience

Family of Origin – description of nuclear family, siblings, birth order, socioeconomic status, college level achievement of parents Early Childhood/Academic - refers to academic experiences with diversity of participants during their time in elementary school Early Childhood/Personal - refers to personal experiences with diversity of participants during their time in elementary school Middle School/Academic - refers to academic experiences with diversity of participants during their time in middle school Middle School/Personal - refers to personal experiences with diversity of participants during their time in middle school High School/Academic - refers to academic experiences with diversity of participants during their time in high school High School/Personal - refers to personal experiences with diversity of participants during their time in high school

College Experiences – refers to all coded experience while in college

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Coursework regarding diversity – refers to courses, assignments and materials aimed at furthering goals of diversity education taken at the University Faculty Experiences w Diversity – refers to participant experiences with faculty of the University around diversity Personal Experiences w Diversity – refers to participant personal experiences with importance of experiential knowledge and the recognition that diversity while attending University, including peers Suggestions Toward Preparedness – refers to all statement’s participants made related to improvement of preparedness to enter the classroom

First-year of Teaching – these codes refer to the codes relating to participants’ first-year of teaching

Transition from Teacher Ed to Classroom – refers to participants’ mention of and noticing’s during transition from student to teacher District Administration – refers to events or experiences occurring at the district level Building Administration – management and leadership style of administrators in building Building Culture - refers to building morale, relationships within building, expectations Observations – culture and frequency of building observations and results reported Colleague/team culture – refers to the relationship participant has with colleagues Support System within Building – refers to colleagues or friends that are trusted

Communication within school – refers to methods of communicating among staff and administration Curricular and Academic – refers to focus of building administration Curricular support for Diversity – refers to materials used to help first-year teachers effectively reach diverse students Support System Personal – refers to those people in participants personal life that offer needed emotional support Emotional Coping Strategies – refers to self-care strategies and tools used by participants First-year Personal reflections – summaries of participant first-year experiences Participant Teaching Philosophy – refers to participant personal philosophy of education and overarching goals as a teacher Classroom demographics – refers to racial, ethnic, and gender demographics present in participants’ current classroom Student Challenges – refers to academic and emotional challenges of specific students currently in participants’ classrooms Examples of Diversity Teaching – refers to participant self-reported lessons, materials, and literature used to further the goals of CRE

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Management techniques - refers to classroom management techniques employed by participants in their classrooms Mentor/Induction activities – refers to participants’ statements regarding their relationship with their mentor and the influence on their teaching Parent Interaction – refers to relationships formed with students’ families and methods of interaction Future Plans – refers to participants employment intentions for the following academic year and their thoughts on remaining in the profession

Transformational Learning Theory – these codes refer to Mezirow’s Transformational Learning Theory, a theoretical framework of the study

Centrality of Experience – a tenet of the Transformational Learning Theory that refers to a specific event which causes a metamorphic change in thinking Critical Discourse - a tenet of the Transformational Learning Theory that in this case refers to meaningful discussions and a sharing of ideas around diversity in which the participant participated Critical Self-reflection - a tenet of the Transformational Learning Theory that refers to a participant’s deeply thinking about issues around diversity

Culturally Responsive Education – these codes refer to the tenets of CRE, a theoretical framework of the study

Connecting students' cultural references – a willingness to help a student’s access useful prior knowledge through the use of information from students’ backgrounds Critique of the discourse of power - assuming an active role in social justice as a model for students Growing students' cultural competence - instill pride in students regarding their culture Inclusive curricula and reflection – infusing curriculum with students’ cultural backgrounds

Critical race theory – these codes refer to this theoretical framework of the study

Acknowledgement of personal and institutionalized racism – how do participant’s view current racism in America Accepted failure of neutrality, merit, and color blindness arguments – how do participants view neutrality, meritocracy and color blindness approach to education Importance of experiential knowledge of people of Color – what value do participants place on lived experiences of people of Color

Racial Identity Formation - refers to models used to express evolution of racial identity

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Social Constructionism – these codes refer to the tenets of social constructionism, a theoretical framework of the study

Understanding of the world is tied to our culture and history - examples of how participants personal understanding is tied to culture and history Knowledge is sustained by social processes – examples of how participants construct knowledge in their daily, social interactions Belief that knowledge and social action are connected – examples of how participants engage in social action

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