| Abstrakt: |
In the last two decades within the United States (U.S.), discussing race, ethnicity, and identity with students in the classroom has grown in popularity but has also been met with significant backlash. As teachers navigate the calls for and against such work, they also weigh their own trepidations about these conversations. Professional development seeking to effectively prepare teachers for these conversations must take these concerns into account. The current study explored teachers' perceptions of the challenges related to engaging in conversations and activities related to race, ethnicity, and identity with their students in the classroom. The sample included 20 U.S. high school teachers (14 White, 2 Asian, 1 Black, 1 Black-Latinx, 2 Latinx; 80% female; teaching experience ranged from 1–27 years) recruited from three public schools in a large metropolitan area in the Northeast U.S. Data were gathered from face-to-face individual interviews. Findings from thematic analysis and consensual qualitative coding and analysis identified seven domains, 11 sub-domains, and 51 categories characterizing teachers' perceived challenges. Findings provide insights for how to support teachers' development of the capacities, mindsets, behaviors, and skills necessary for leading conversations about race, ethnicity, and identity with students. [ABSTRACT FROM AUTHOR] |
