Drawing upon Weick’s (1995) theory of sensemaking, this interpretive qualitative study will describe how teachers’ perceptions of reactionary forces and opposition to DEI are influencing their teaching. Considering the current controversy surrounding diversity, equity, and inclusion work in school districts throughout the country, an examination of the issues surrounding the teachers’ perceptions and how it influences their teaching is necessary. Data will be gathered through semi structured interviews with middle school language arts teachers from suburban school districts. In addition, policies that discuss curriculum from the participants’ school districts will be examined to determine its influence on teacher's sensemaking and teaching practices.
DISSERTATION COMMITTEE CHAIR:
Dr. Kenneth Mitchell
DISSERTATION COMMITTEE MEMBERS:
Dr. Martin Fitzgerald
Dr. Jenny Olson
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The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.
