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dc.contributor.advisorCucchiara, Maia Bloomfield
dc.creatorWhiting, Ross
dc.date.accessioned2020-11-05T16:10:05Z
dc.date.available2020-11-05T16:10:05Z
dc.date.issued2016
dc.identifier.other965642197
dc.identifier.urihttp://hdl.handle.net/20.500.12613/3817
dc.description.abstractThis study examined the differences in teacher racial ideology among white teachers in urban, suburban, and rural areas. This study advances the scholarship on the ideological frames used by teachers in urban, suburban, and rural areas through an examination of the differences in teachers’ discourse and racial ideology. Using contact theory, this study employed interviews to examine teachers’ discourse related to racial inequality in education to determine whether there were similarities in teacher discourse within and across urban, suburban, and rural areas with differing racial compositions. Interviews were conducted with 42 teachers in urban, suburban, and rural school districts during the 2014-2015 school year. There were three major findings in this study. First, four original frames of color-conscious racial ideology were present in data across urban, suburban, and rural areas. Second, teachers across all areas employ the systemic responsibility frame to talk about the achievement gap, and the cultural racism frame to talk about increased violence in urban areas, revealing that teachers frame some topics similarly across areas of differing racial composition. Third, analysis of teacher racial ideologies using the eight frames of color-conscious and color-blind racial ideology reveal that teachers within Lincoln City, Gresham, and Arcadia employ specific frames within each area to talk about racial inequality in education. Further, teachers in Lincoln City and Gresham framed racial inequality in education more consistently using color-conscious frames than teachers in Arcadia, indicating that contact with outgroup members also shapes teacher racial ideology.
dc.format.extent194 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducational Sociology
dc.subjectAmerican Studies
dc.subjectContact Theory
dc.subjectRacial Ideology
dc.subjectRural Teachers
dc.subjectSuburban Teachers
dc.subjectUrban Teachers
dc.subjectWhite Teacher
dc.titleColor-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberSmith, Michael W. (Michael William), 1954-
dc.contributor.committeememberJordan, Will J.
dc.contributor.committeememberBrooks, Wanda M., 1969-
dc.description.departmentUrban Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/3799
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-11-05T16:10:05Z


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