ORCID
https://orcid.org/chollocou2025
Date of Award
2025
Document Type
Dissertation
Degree Name
Education (Ph.D)
Department
Curriculum and Instruction
First Advisor
Elizabeth Chase
Second Advisor
Mary Beth Schaefer
Third Advisor
Don McClure
Abstract
In the past few years, the way teachers handle race and racism in the classroom has come under scrutiny (First Book, 2023; Schwartz, 2024). Even though there is scholarly evidence to suggest that learning about and discussing race and racism is beneficial to students and student learning outcomes (Gay, 2018; González et al., 2006; Hammond, 2014; Paris & Alim, 2014), teachers are confronted with restrictions referencing how they can and should engage in lessons and conversations about race and racism. Many perspectives have been expressed on this topic, but placing the voices of teachers at the center of the discussion has the potential to add nuance to our understanding of how race and racism are discussed in the classroom and, therefore, what these regulations mean for teachers and students. This research study used critical phenomenology to explore the experiences of select elementary school teachers as they engaged in dialogue with students about race and racism in the classroom. Using semi-structured interviews in a three-interview series, the research gained insight into how the participants experience engaging in dialogue about race and racism. I argue that delivering, facilitating, and navigating dialogue about race and racism in the classroom is fraught with complex emotions and complicated by societal structures. However, my findings suggest that teachers can and do find productive ways to engage in these dialogues. I present three themes that illustrate how the participants experienced delivering, facilitating, and navigating race and racism: participants are guided by the students' inquiries, participants experience complex emotions, and participants have unique experiences depending on the type of dialogue. The findings from this study have implications for political interest groups, educational policy makers, students, and teachers. This research study has the power to make change, whether by informing policy, educating interest group discussions, updating curriculum for students, or improving teacher dialogue.
Recommended Citation
Hollocou, Claire, "CLASSROOM DIALOGUE ABOUT RACE AND RACISM: TEACHERS’ EXPERIENCES AS THEY NAVIGATE DIVISIVE WATERS" (2025). Theses and Dissertations. 960.
https://scholar.stjohns.edu/theses_dissertations/960