Educating invisibly: Immigrant teachers of color and their sense of belonging in New Jersey public schools
EdD (Doctor of Education)
Educational Services and Leadership
College of Education
Johnson, Ane Turner
Committee Member 1
Committee Member 2
Belongingness, Discrimination, Immigrant Teachers of Color, Invisibility, Resilience, Stereotyping
Minority women teachers; Public schools--New Jersey
Teacher Education and Professional Development
This qualitative, heuristic, phenomenological study was to understand the lived experiences of immigrant teachers of color and explore their sense of visibility and belongingness in the New Jersey public schools. The goal of this study was to understand their struggles and perseverance as they navigated America's education system. Additionally, this study aimed to understand the numerous obstacles immigrant teachers of color face due to cultural and language barriers. Eleven immigrant teachers of color employed as teachers in New Jersey public schools participated in this study. All eleven teachers have struggled with invisibility and lack of belongingness in their school contexts and daily practices. Five themes were uncovered during data analysis: (1) fitting in to belong, (2) discrimination and stereotyping, (3) proving oneself, (4) shoulder to lean on, and (5) resilience. These themes captured the lived experiences of immigrant teachers of color in New Jersey public schools and helped provide a deeper understanding of visibility and belongingness.
Biegen, Mirjam L., "Educating invisibly: Immigrant teachers of color and their sense of belonging in New Jersey public schools" (2018). Theses and Dissertations. 2562.