Date of Award
Spring 2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Stacey Wilson-Norman
Abstract
This qualitative research study examined the relationship between White teachers and students of color, focusing on how teachers' racial identity awareness influences their instructional practices and relationships. Using Helms's (1990) White Racial Identity Development Theory and principles of culturally responsive pedagogy, the study explored how teachers perceive their roles in advocating for the academic and relational needs of diverse students. Participants described their experiences with students of color, relationship-building strategies, and how their backgrounds and training affect their teaching practices. Semi-structured interviews and inductive thematic analysis were employed to analyze teacher perceptions and experiences. Findings revealed that participants made significant efforts to foster relationships essential for achievement. They emphasized relational trust, encouragement, and support as key elements in their practice; however, many teachers exhibited colorblind approaches, focusing on fairness and equal treatment. Additionally, most participants reported limited formal training on race, equity, or culturally responsive pedagogy, stating that their understanding largely derived from personal experiences. The study highlights the insufficient structured reflection on racial identities within teacher training programs and the lack of professional development that addresses the needs of teachers working with diverse student populations.
Recommended Citation
Major, Vivianease, "Do Your Perceptions of Minority Students Influence How You Teach Them? How Does a White Teacher's Racial Identity Affect Academic Outcomes of Students of Color?" (2026). Doctor of Education Dissertations. 276.
https://digitalcommons.gardner-webb.edu/education-dissertations/276
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License