Racial microaggressions in everyday work life of Black special educators in PK-12 schools

dc.contributor.advisorSorrells, Audrey McCray
dc.contributor.advisorCooc, North
dc.contributor.committeeMemberFalcomata, Terry S.
dc.contributor.committeeMemberBrown, Keffrelyn
dc.creatorWalker-Anderson, Mishka-Sheree Yaneke
dc.date.accessioned2021-04-16T21:37:57Z
dc.date.available2021-04-16T21:37:57Z
dc.date.created2020-05
dc.date.issued2020-06-19
dc.date.submittedMay 2020
dc.date.updated2021-04-16T21:37:59Z
dc.description.abstractThe racialized job experiences of Black special educators are often not the dominant narrative when explaining their underrepresentation in the field of special education. Currently, African American teachers make up only 8.5% of the special education teaching staff in U.S. public schools, while African American students comprise 18.5% of students with disabilities served under the Individuals with Disabilities Education Act. Scholars have not focused on the quotidian racial microaggressions that African American prekindergarten through Grade 12 (PK-12) special educators encounter and the impact on their work, recruitment, retention, and underrepresentation. Research has suggested hiring and retaining African American special educators may improve African American student outcomes, by reducing special education disproportionality, high school dropout rates, academic underachievement, underemployment, and incarceration and by improving school performance and graduation rates. This dissertation was a case study in a northeastern major metropolitan city and suburb of 13 Black special educators’ experiences with racial microaggressions, using a framework and methodology of dis/ability critical race studies and Afro pessimism. Three research questions guided this dissertation: What are the racial microaggressions African American special educators report they encounter at their PK-12 schools? How do racial microaggressions affect African American special educators’ classroom teaching, job performance, job satisfaction, and retention? How do African American special educators cope with racial microaggressions at their workplace? Individual interviews indicated all of the Black special educators endured racial microaggressions, and most experienced a coupling of racism and ableism. The study provides evidence that racial and disability microaggressions are a constant occurrence in the work life of Black special educators.
dc.description.departmentSpecial Education
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/2152/85349
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/12313
dc.language.isoen
dc.subjectRacial microaggressions
dc.subjectDisability microaggressions
dc.subjectAbleist microaggressions
dc.subjectCase study
dc.subjectBlack special educators
dc.subjectAfrican American special educators
dc.subjectCoping
dc.subjectRacial identity
dc.subjectJob satisfaction
dc.subjectSpecial education
dc.subjectElementary and secondary school
dc.subjectTeacher recruitment
dc.subjectTeacher retention
dc.titleRacial microaggressions in everyday work life of Black special educators in PK-12 schools
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentSpecial Education
thesis.degree.disciplineSpecial Education
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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