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Full text release has been delayed at the author's request until May 05, 2028

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Examining How the Racial Identity of Social Studies Educators Informs Their Career Choices, Professional Goals, and Perceived Roles and Responsibilities in the Profession

Pittman, Alexander G-J
http://orcid.org/0009-0002-0351-9580
http://rave.ohiolink.edu/etdc/view?acc_num=osu17128385951005

Abstract Details

2024, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
Race and racism have and continue to shape public education (Kendi, 2016) and teacher education (Carter Andrews, 2021) in the United States. This qualitative case study, informed by Stake (1995) and Esposito and Evans-Winters (2022), explores how race shows up in social studies teaching and learning. Specifically, the participants and I engaged in interviews and focus group conversations to examine how racial identity and racialized experiences inform secondary social studies educators' career choices, professional goals, and perceived roles and responsibilities in the classroom. At its core, social studies education studies history, culture, geography, economics, and politics. These topics have become increasingly politicized in this era of historic political polarization (Stoddard & Hess, 2024). History and social studies educators are asked to navigate issues related to pedagogy, policy, and politics in today's teaching climate. In paying attention to how identity informs social studies educators' engagement with the curriculum and the profession in general, teacher education programs can provide individualized and more meaningful support. Furthermore, given the diversity among the participants, this work offers insight into addressing the teacher education gap (Love, 2019) between the nation’s eighty percent White teaching force and the steadily diversifying student population (National Center for Education Statistics, 2023).
Timothy San Pedro (Advisor)
Nimo Abdi (Committee Member)
Binaya Subedi (Committee Member)
Cynthia Tyson (Committee Member)
James Moore, III (Committee Member)
148 p.
Education; Multicultural Education; Social Studies Education; Teacher Education
social studies education; race; political polarization; teacher education; intersectionality; teaching and learning; diversity and equity, anti-colonial

Recommended Citations

Citations

  • Pittman, A. G.-J. (2024). Examining How the Racial Identity of Social Studies Educators Informs Their Career Choices, Professional Goals, and Perceived Roles and Responsibilities in the Profession [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu17128385951005

    APA Style (7th edition)

  • Pittman, Alexander. Examining How the Racial Identity of Social Studies Educators Informs Their Career Choices, Professional Goals, and Perceived Roles and Responsibilities in the Profession. 2024. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu17128385951005.

    MLA Style (8th edition)

  • Pittman, Alexander. "Examining How the Racial Identity of Social Studies Educators Informs Their Career Choices, Professional Goals, and Perceived Roles and Responsibilities in the Profession." Doctoral dissertation, Ohio State University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=osu17128385951005

    Chicago Manual of Style (17th edition)

osu17128385951005
© 2024, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.