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Writing Through Whiteness: Utilizing Personal Narratives to Strengthen the Racial Competency of White Teachers
Get PDFWhile the student population in the United States is becoming increasingly diverse, the teaching force is still White-dominant by a large margin. In the 2017-2018 school year, 79% of public-school teachers in the United States were White and non-Hispanic (National Center for Education Statistics). This White-dominant population of teachers is tasked with educating increasing numbers of students of color from diverse backgrounds. With this charge should come the necessity for White teachers to critically consider the complex ways that whiteness characterizes the American education system and their ways of teaching. White teachers cannot navigate issues of race in their schools and classrooms without working to strengthen their own racial competency. This study aims to assess the degree to which personal narrative writing as part of engaging in a White racial inquiry group impacts the ability of White educators to strengthen their racial competency. This dissertation narrates the stories of two White educators as they reflected deeply about their racial experiences personally and professionally through personal writing and discussions of that writing together