Date of Award
Doctor of Education (Ed.D.)
Educational Administration and Leadership
First Committee Member
Second Committee Member
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.
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
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