Theses and Dissertations from UMD

Permanent URI for this communityhttp://hdl.handle.net/1903/2

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM

More information is available at Theses and Dissertations at University of Maryland Libraries.

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Author: search.filters.author.Bunney, KanoeSubject: search.filters.subject.Multicultural education

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    Teachers of Color Return Home to Teach
    (2023) Bunney, Kanoe; Brown, Tara M.; Swalwell, Katy; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    While increases in the number of K-12 teachers of color has been linked to decreases in achievement disparities between White students and their Black and Latino counterparts, a demographic divide continues to persist between teachers and students. Teach for America has made efforts to match teacher and student backgrounds in hopes of alleviating these racial and ethnic disparities. Further, overall K-12 teacher staffing shortages have prompted alternative certification programs, such as TFA, to provide quick entry routes into the classroom. This dissertation focuses on the experiences of former TFA teachers of color who returned to their home communities as educators. Taking a narrative inquiry approach, this research utilizes the stories brought forth by participants as data sources. Participants shared stories of their K-12 student and teaching experiences in the same geographic location in which they grew up. Informed by theories related to teacher identity, racial literacy, social capital and culturally responsive teaching, this study aims to understand how teaching in one’s home community influences both teacher identity and teacher-student relationships. Three central findings emerged from the study: 1) participants drew upon assets based on cultural and neighborhood affiliations as they connected with students, 2) participants both cultivated and gained social capital in their work in the classroom and amongst faculty members, and 3) experiences away from home contributed to their racial literacy, their effectiveness as teachers, and their advocacy for students of color. These findings point to the relevance of centering both culturally responsive teaching and geographic location in urban teacher preparation programs. Pre-service teachers might benefit from volunteering in the community to better understand the students who attend neighborhood schools. Study implications also urge “Grow-Your-Own” teacher preparation programs to consider embedding a year of teaching and learning abroad for pre-service educators.