Browsing by Subject "Faculty members"

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    Community college mathematics faculty members : racialized self-perceptions of day-to-day realities within the classroom environment
    (2021-12-03) Peumsang, Pavitee; Saenz, Victor B.; Childs, Joshua; Green, Terrance L; Hawley, Stephanie J
    This dissertation study was guided by two research questions: 1) What shapes community college mathematics faculty members' set of racialized ideologies, beliefs, and attitudes that inform their behaviors and teaching practices in the virtual classroom?; and 2) How do the racial and virtual classroom dynamics shape the ways mathematics faculty members adapt and deliver their course content during the COVID-19 global healthcare crisis? The combination of critical race theory in education, critical whiteness studies in education, and mathematical conceptual and theoretical frameworks informed the research design processes of this study. A total of 10 community college mathematics faculty members participated in the study: three from the California Community College System and seven from the Texas Community College System. The data collection methods included a pre-interview demographic questionnaire, a semi-structured virtual interview, an electronic document analysis, and a real-time virtual classroom observation. The findings from this study revealed three key findings. First, adult role models such as K-12 school professionals (e.g., teachers, coaches, and principals) and fathers were the primary influences who shaped faculty members' racialized sociocultural worldviews and current teaching strategies. Second, faculty members' lived experiences and self-willingness to learn about race and racism led them to develop their racialized self-awareness due to the absence of preparation from their academic and professional requirements. Lastly, when teaching in the classroom, students were the primary influences who shaped the racial and virtual classroom power dynamics rather than the faculty members. As a result, this study provides alternative theoretical, policy design, and practical recommendations to professionally coach community college mathematics faculty members on how to habitually practice teaching course curriculum centered on racial equilibrium, diversity, and inclusion, particularly in entry level mathematics course sequences.