Community College Instructors and Race: Learning about Teaching a Dimension of Diversity

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atmire.migration.oldid4936
dc.contributor.advisorJubas, Kaela
dc.contributor.authorCooper, John Edward Charles
dc.contributor.committeememberGuo, Shibao
dc.contributor.committeememberLund, Darren
dc.contributor.committeememberSimmons, Marlon
dc.contributor.committeememberBrigham, Susan Mary
dc.date.accessioned2016-09-21T21:10:29Z
dc.date.available2016-09-21T21:10:29Z
dc.date.issued2016
dc.date.submitted2016en
dc.description.abstractThe purpose of this qualitative case study was to examine community college teachers’ perceptions of racial diversity through their day-to-day interactions with students, other faculty, and the school administration. As the researcher and a part-time faculty member of a community college, I conducted interviews with seven participants from the college where I am employed, and also asked participants to engage in six weeks of journaling. Additional research included a document review of more than 550 course outlines, researching them for inclusion of racial diversity components, as well as keeping my own personal journal. My research questions focused on defining and understanding racial diversity, challenges within the classroom, addressing issues of racial diversity in a learning environment and the development and delivery of diversity-focused curriculum. Based on my data analysis, four key findings emerged: racial diversity in the classroom is difficult to define and embrace; addressing racial diversity issues is challenging for educators; faculty need administrative support to embrace diversity; and the development and delivery of a more diversity-focused curriculum is necessary. I concluded that educators are challenged by racial diversity in the classroom environment, resources to understand and embrace racial diversity are not always present or accessible, and more action must be taken to support faculty in the development and delivery of diversity-focused curriculum.en_US
dc.identifier.citationCooper, J. E. (2016). Community College Instructors and Race: Learning about Teaching a Dimension of Diversity (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25360en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/25360
dc.identifier.urihttp://hdl.handle.net/11023/3321
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation
dc.subjectEducation--Adult and Continuing
dc.subjectEducation--Community College
dc.subjectEducation--Curriculum and Instruction
dc.subjectEducation
dc.subject.classificationDiversityen_US
dc.titleCommunity College Instructors and Race: Learning about Teaching a Dimension of Diversity
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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