Date

8-9-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Darren D. Howland

Keywords

ethnic-racial socialization, ethnic-racial identity, school socialization, educator practices, minority adolescent

Disciplines

Education

Abstract

The purpose of this hermeneutical phenomenological study was aimed to discover and interpret the educator’s experience as ethnic-racial socialization (ERS) agents of adolescent youth in schools in the United States. The theory guiding this study was Saleem and Byrd’s school ethnic-racial socialization conceptual model, as it highlights the importance of the school context in shaping adolescent youth ethnic-racial identity and the examination of educators as school ethnic-racial socialization agents. The central question is, what are the lived experiences of educators of adolescent youth as ethnic-racial socialization agents in public schools in the United States? There were 13 educators of adolescent youth in schools within the United States of America recruited for this hermeneutical phenomenological qualitative study. Data was collected and triangulated through interviews, focus groups, and protocol writings. All collected data was analyzed using the hermeneutical framework posited by van Manen (2016). The thematic findings for this study were addressing feelings of discomfort and exclusion, addressing race and ethnicity, commitment to equity and inclusion, challenges in educating about Black issues, desire for awareness and change, racial profiling and social challenges, educators’ approach, facilitating learning and understanding, parental engagement, importance of cultural education, impact on mental health, teacher perceptions, and resistance and pushback.

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