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A qualitative interview study of tea...

Hensel, Riana.

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A qualitative interview study of teachers' experiences addressing race and racism in their early childhood classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A qualitative interview study of teachers' experiences addressing race and racism in their early childhood classrooms./
Author:	Hensel, Riana.
Description:	104 p.
Notes:	Source: Masters Abstracts International, Volume: 53-01.
Contained By:	Masters Abstracts International53-01(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1557346
ISBN:	9781303946585

A qualitative interview study of teachers' experiences addressing race and racism in their early childhood classrooms.
Hensel, Riana.

A qualitative interview study of teachers' experiences addressing race and racism in their early childhood classrooms. - 104 p.

Source: Masters Abstracts International, Volume: 53-01.

Thesis (M.A.)--Mills College, 2014.

This item must not be sold to any third party vendors.

This qualitative interview study examines the challenges and successes early childhood teachers in Oakland Unified School District face when addressing issues of race and racism in their classrooms. Teachers' and District Administrator's stories of barriers and strategies were analyzed to inform my professional practice. Data were collected through qualitative interviews and a focus group. The main theoretical framework that supported analysis came from Critical Race Theory. The data were analyzed through descriptive coding and analytic memoing. Key findings include the impact of personal beliefs and experiences on teachers' barriers and strategies. Teachers' barriers include the age or English proficiency of their students, lack of discussion at their school site, and a lack of training and tools. They used a wide range of strategies, including literature, general conversations, specific questions, creating a strong link between home and school as well as relying on experiences regarding race and racism they had in their personal lives. Teachers and district administrators were both working on addressing racism, however, their strategies were very distinct; administrators were working on large-scale projects while teachers were very focused on their individual classrooms and students. This study makes an important contribution to the literature because the role and impact of race and racism in Early Childhood classrooms is often overlooked. There is a lack of professional literature addressing the obstacles that teachers committed to engaging in this work face and also an absence of reflection from early childhood teachers about what strategies they use to support them in their anti-racist work.

ISBN: 9781303946585Subjects--Topical Terms:

518817
Early childhood education.

A qualitative interview study of teachers' experiences addressing race and racism in their early childhood classrooms.
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100 1 $a Hensel, Riana. $3 3177296
245 1 2 $a A qualitative interview study of teachers' experiences addressing race and racism in their early childhood classrooms.
300 $a 104 p.
500 $a Source: Masters Abstracts International, Volume: 53-01.
500 $a Advisers: Linda Kroll; Julie Nicholson.
502 $a Thesis (M.A.)--Mills College, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This qualitative interview study examines the challenges and successes early childhood teachers in Oakland Unified School District face when addressing issues of race and racism in their classrooms. Teachers' and District Administrator's stories of barriers and strategies were analyzed to inform my professional practice. Data were collected through qualitative interviews and a focus group. The main theoretical framework that supported analysis came from Critical Race Theory. The data were analyzed through descriptive coding and analytic memoing. Key findings include the impact of personal beliefs and experiences on teachers' barriers and strategies. Teachers' barriers include the age or English proficiency of their students, lack of discussion at their school site, and a lack of training and tools. They used a wide range of strategies, including literature, general conversations, specific questions, creating a strong link between home and school as well as relying on experiences regarding race and racism they had in their personal lives. Teachers and district administrators were both working on addressing racism, however, their strategies were very distinct; administrators were working on large-scale projects while teachers were very focused on their individual classrooms and students. This study makes an important contribution to the literature because the role and impact of race and racism in Early Childhood classrooms is often overlooked. There is a lack of professional literature addressing the obstacles that teachers committed to engaging in this work face and also an absence of reflection from early childhood teachers about what strategies they use to support them in their anti-racist work.
520 $a Keywords: anti-racist teaching, early childhood education, critical race theory, obstacles to anti-racist teaching, teacher strategies.
590 $a School code: 1069.
650 4 $a Early childhood education. $3 518817
650 4 $a Elementary education. $3 641385
650 4 $a Ethnic studies. $2 bicssc $3 1556779
690 $a 0518
690 $a 0524
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710 2 $a Mills College. $b School of Education. $3 2095502
773 0 $t Masters Abstracts International $g 53-01(E).
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791 $a M.A.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1557346