Dismantling the White Supremacy Embedded in Our Classrooms: White Faculty in Pursuit of More Equitable Educational Outcomes for Racially Minoritized Students

An investigation of the literature revealed that racial consciousness and the behaviors of White faculty in the classroom appeared linked. A conceptual framework, Racial Consciousness and Its Influence on the Behaviors of White Faculty in the Classroom, was subsequently developed and tested in this constructivist grounded theory study. Findings indicate that White faculty with higher levels of racial consciousness employ behaviors in their classroom reflective of an expansive view of equality in their pursuit of social justice, which they consider synonymous with excellence in teaching. Moreover, these findings illustrate what perceptions White faculty hold about higher education's responsibility in the facilitation of social change. This research bears great significance to higher education research and practice, as it is the first of its kind, in the education literature, to utilize critical legal scholar Kimberl Crenshaw's (1988) restrictive and expansive views of equality framework to empirically measure and describe excellence in college teaching.

Dismantling the White Supremacy Embedded in Our Classrooms: White Faculty in Pursuit of More Equitable Educational Outcomes for Racially Minoritized Students Academic Article