Abstract
Racism is reflected in political, economic, and educational institutions throughout the United States. These institutionalized systems were successfully designed to have a chilling effect on any progress toward antiracist change. It impacts the achievement level of K-12 students of color in the public school system who make up the majority population in public schools nationwide. Yet, their teachers remain largely white. This is especially important in Minnesota, which ranks fiftieth in the country for graduation rates of Black and Latinx students. The method used for this study is critical phenomenology which is important when looking at the influences of race, gender, culture, racism, and whiteness on educators. This study shows five themes that are important for white educators to engage in antiracist praxis (1) motivations, (2) characteristics, (3) conditions, (4) identity, and (5) the ability to sustain antiracist work. When identity and values are imbued, the level of risk increased as educators’ sense of responsibility strengthened. This intrinsic connection motivated most of them to engage in activism despite the highrisk sacrifice to their financial, mental, and social wellbeing.
Advisor
Natalie Rasmussen
Committee Member
Beth Beschorner
Committee Member
Karen Colum
Committee Member
Suki Mozenter
Date of Degree
2024
Language
english
Document Type
Dissertation
Program of Study
Educational Leadership
Department
Educational Leadership
College
Education
Recommended Citation
Grigsby, Maria-Renée D. (2024). A Critical Phenomenological Study of White Educators who Engage in Antiracism [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1416/
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