Degree Type

Dissertation

Date of Award

2018

Degree Name

Doctor of Philosophy

Department

Education

Major

Education

First Advisor

Lorenzo D. Baber

Abstract

This study examined the perceptions of white faculty teaching in rural community college in hopes of identifying how these faculty understand or appreciate the importance of diversity in their institution’s commitment and in their classroom. Case study methodology was used to examine the perceptions of six white faculty in one rural institution in the Midwest. Using White Racial Consciousness Model and Bronfenbrenner’s Ecology of Human Development Model as the theoretical underpinning, four themes emerging through the participants’ narratives gathered from the data collection and analysis: (1) Feeling Othered; (2) Operationalizing Diversity; (e) Historical and Hypothetical Privilege; and (4) Students as Teacher. Findings suggest there is no shared definition of diversity; however, there is general support of diversity with the exception of one participant who was an outlier. Recommendations are provided for developing an institutional diversity statement as well as other related policies and practices.

Copyright Owner

LaDrina Nicole Wilson

Language

en

File Format

application/pdf

File Size

187 pages

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