Date Approved

4-16-2018

Embargo Period

4-17-2018

Document Type

Dissertation

Degree Name

EdD (Doctor of Education)

Department

Educational Services and Leadership

College

College of Education

First Advisor

Walpole, MaryBeth

Second Advisor

Mills, John T.

Third Advisor

Ward, Kelly

Subject(s)

Social work education; Whites--Race identity

Disciplines

Curriculum and Social Inquiry | Higher Education

Abstract

The purpose of this qualitative case study was to examine the faculty members' perspectives on their racial identity development and how these perspectives impact their cultural self-awareness and cultural humility in the classroom. White social work faculty members voiced their vulnerability and discomfort in addressing race, oppression, and discrimination in the classroom. This study included a total of 10 White social work faculty members from a medium sized northeastern university.

Key findings of the study indicate that White faculty members: were primarily clinicians who later became educators, were primarily raised in White communities and the Monoracial upbringing impacted their personal lives, asserted that their upbringing also influenced their societal role, believed that cultural competence cannot be mastered, and stressed the increased need for social workers to receive support or training to become culturally humble.

Further, this study offers White faculty members' perspectives on this topic by analyzing faculty members' lived experiences with respect to White racial identity development and Critical Race Theory.

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