Publication Date

Summer 2019

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

Advisor

Marcos Pizarro

Keywords

Faculty of Color, Racial and Social Justice, Social Justice Pyramid, Students of Color

Subject Areas

Educational leadership

Abstract

Despite repeated efforts towards educational reform, white students continue to experience higher educational attainment levels than historically underserved students. While the responsibility to change these outcomes has been vastly placed on the educational system, these disenfranchised populations have largely carried the blame for not improving their educational achievement. Thus, Students of Color have been portrayed as not possessing the drive nor interest to increase their educational attainment rates. Research notes many educators working with Communities of Color often lack the necessary critical consciousness around issues of race, privilege, power and oppression. These are warranted to adequately understand and support opportunities for marginalized populations. This research study employed a qualitative approach and multidisciplinary lenses to examine testimonios of five Faculty of Color committed to social justice. The premise of this study is to explore: 1) the ontological, epistemological, and axiological principles that shape how Faculty of Color approach their work; 2) the strategies used in professional training and credentialing programs where they teach; and 3) ways they navigate racial dynamics within academic institutions. This research study proposes an ontogeny model for social justice educators, and pronounces how critical this ontogeny is to reach social and racial equity at any level of formal education.

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