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Making equity training equitable: Creating a sustainable anti-biased/anti-racist and equity pedagogy training-to-classroom framework with equitable teacher supports, resources, and measures

Hall, Sarah L (2024) Making equity training equitable: Creating a sustainable anti-biased/anti-racist and equity pedagogy training-to-classroom framework with equitable teacher supports, resources, and measures. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

A mixed-method study in the United States of a northeastern regional charter middle school (CGA) attempted to address the underrepresentation of Black students in academic opportunities and success and their overrepresentation in student discipline by addressing the root causes: teachers’ racial and cultural biases and equity instruction efficacy. With a diverse student population taught by predominantly white teaching staff, prior equity initiatives had experienced consistent failures, leading to negative teacher perceptions of equity training and evaluation, ultimately negatively impacting the Black CGA student middle school experience. Through monthly hour-long equity training called Teacher Crew, aligned with a three-month, growth-centered coaching cycle, nine teacher participants saw significant equity efficacy and classroom implementation growth. There also was a significant shift from cynicism to engagement with equity training for all CGA MS faculty and staff participants. Though the three-month study did not significantly impact Black students' educational experience (i.e., academics and discipline), the shift in teacher mindsets showed a change in teachers' engagement in equity pedagogical training and willingness to actualize equity practices within their classrooms. Establishing a personal, equitable, and safe equity training environment supported teachers in embarking on their equity journey, avoiding white fragility detours, and addressing their racial and cultural biases directly while in community with others, ultimately moving the organization towards an equity-responsive culture, increasing the potential for sustainability of future equity-centered initiatives.


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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Hall, Sarah Lsarahlynn1331@gmail.comslh166
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairDelale-O'Connor, Loriloridoc@pitt.eduloridoc
Committee MemberRobertson, Rachel Erachelr@pitt.edurachelr
Committee MemberLeeper, Abrianaabriana.leeper@ecspgh.orgall108
Date: 28 August 2024
Date Type: Publication
Defense Date: 23 May 2024
Approval Date: 28 August 2024
Submission Date: 14 June 2024
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 282
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Equity Education; ABAR; CSP; Equity Pedagogy; Teacher Fidelity; Teacher Professional Development; Teacher Training; Educator Bias; Educational Coaching; Professional Development; Equity Leadership
Date Deposited: 28 Aug 2024 17:29
Last Modified: 28 Aug 2024 17:29
URI: http://d-scholarship.pitt.edu/id/eprint/46563

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