Date

8-29-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Sherrita Rogers

Keywords

Black educators, Race-related topics, K–12 education, Teacher experiences, Legislative restrictions, Education policy, Phenomenological study, Critical Race Theory (CRT)

Disciplines

Education | Law

Abstract

The purpose of this phenomenological study was to explore the lived experiences of Black educators in North Central Texas as they navigated the legislative restrictions placed on teaching race-related topics in public schools. The theory guiding this study was the critical race theory framework, which provided insights into how societal structures contribute to inequalities and shape the professional experiences of Black educators working within the constraints of laws that limit the teaching of race-related topics. The central research question was: What are the lived experiences of Black educators in North Central Texas on navigating the legislative restrictions of teaching race-related topics? The methodology included individual interviews, focus groups, and written letters from purposively selected Black educators currently teaching in North Central Texas public schools. The data was analyzed using Moustakas' phenomenological reduction, and four key themes emerged: Navigating Instructional Realities, Policy Constraints and Professional Risk, Emotional and Collective Resilience, and Equity, Identity, and Social Realities. Participants described how they adjusted instruction, practiced caution in classroom conversations, and carried the emotional weight of teaching within an environment shaped by political pressure and unclear policies. The results highlighted the need for clearer guidance, more supportive professional development, and policies that enable educators to serve students with integrity and honesty.

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