Date of Award
12-2023
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education and Organizational Leadership Development
Committee Chair/Advisor
Brandi Hinnant-Crawford, Ph.D.
Committee Member
Natasha Croom, Ph.D.
Committee Member
Daniella Hall-Sutherland, Ph.D.
Committee Member
Jacquelynn Malloy, Ph.D.
Committee Member
Sherry Hoyle, Ed.D.
Abstract
This study takes place at a middle school in Charleston County, South Carolina. The study examines how White women educators make sense of being exposed to the content in Don’t Let Them Be Misunderstood, a professional development about Culturally Responsive Classroom Management (CRCM). Guided by sensemaking theory and the dispositions of culturally responsive pedagogy, this exploratory study documents White women teachers’ responses to Don’t Let Them Be Misunderstood using multiple sources of data including semi-structured interviews, transcripts from the session, and transcripts from a post-exposure focus group. These data illustrate teacher’s sense-making around and includes thoughts around how to improve the sessions for other White women educators. The study revealed three learning problems: grappling with White fragility, shifting the conversation away from race, and avoiding the work of becoming more culturally.
Recommended Citation
Robinson, Ricardo Devon, "Make It Make Sense: An Exploratory Examination of Teacher Sense Making Around Culturally Responsive Classroom Management" (2023). All Dissertations. 3464.
https://tigerprints.clemson.edu/all_dissertations/3464
Included in
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Other Educational Administration and Supervision Commons