Early Childhood Teacher Educators Perception of Their Own Critical Reflection on Race, Ethnicity, and Culture

Author

Nicole Denise Porter, University of the PacificFollow

Date of Award

2019

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Administration and Leadership

First Advisor

Thomas Nelson

First Committee Member

Cheryl Williams-Jackson

Second Committee Member

Diane Carnahan

Abstract

This study examined three tenured early childhood teacher educators from Northern California community colleges on how they valued critical reflection on race, ethnicity, and culture. A narrative inquiry study was conducted to gather information based on in-depth conversational interviews. A timeline identified key experiences, both personal and professional, as well as educational experiences from elementary through high school, undergraduate, graduate, and post-graduate if applicable. The data was collected from the conversational interviews and then analyzed using the transformative learning theory by Mezirow (1991) in identifying key themes. The findings yielded three themes (a) exploring race, ethnicity, and culture, (b) understanding self and (c) critical reflection as an embedded practice. These identified themes indicated that early childhood teacher educator’s perceptions are related and displayed in how they processed and understood their own experiences around race, ethnicity, and culture.

Pages

150

Recommended Citation

Porter, Nicole Denise. (2019). Early Childhood Teacher Educators Perception of Their Own Critical Reflection on Race, Ethnicity, and Culture. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3588