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dc.contributor.advisorEdmonds, Caroleeng
dc.contributor.authorBryant, Steveneng
dc.date.issued2018eng
dc.date.submitted2018 Falleng
dc.description.abstractThe divide of America and the racial injustices occurring support the need for ensuring faculty development to confront race and racial inequities in the classroom (Hughey, 2012). This study explored the experiences of White faculty members who incorporate racial dialogue in their courses. Based on ten interviews, one focus group, and a qualitative survey, this study explored the experiences and background factors of White faculty members who incorporate racial dialogue in their courses. This qualitative study (Creswell, 2014) worked to fill this gap in knowledge present in understanding these background factors. Findings inform developers of diversity, equity and inclusion trainings on how White faculty members have arrived at incorporating racial dialogue within the classroom. It is important in future professional development opportunities to increase White faculty member’s engagement with racial dialogue within the classroom to foster inclusion and create a more just society.eng
dc.identifier.urihttps://hdl.handle.net/10355/67674
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.rightsOpenAccesseng
dc.titleA case study of classroom faculty experiences with racial dialogue in one rural Missouri universityeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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