Professional Development for Providing Time and Opportunities for Change in U.S. Teachers’ Ethnic-Racial Identity

Author:

Sladek Michael R.1ORCID,Umaña-Taylor Adriana J.2ORCID,Neville Helen A.3ORCID,Ison Ashley4ORCID,Martinez-Fuentes Stefanie5ORCID,Mason Pamela2,Park Yerin6ORCID,Safa M. Dalal7ORCID,Satterthwaite-Freiman Megan2ORCID,Soto-Shed Eric2,Wantchekon Kristia A.8ORCID

Affiliation:

1. Department of Psychology, The University of Oklahoma, Norman, Oklahoma, USA

2. Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA

3. Department of Educational Psychology and Department of African American Studies, University of Illinois, Champaign, Illinois, USA

4. Department of Child & Adolescent Development, San Francisco State University, San Francisco, California, USA

5. Danny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, Arizona, USA

6. Department of Psychology, Northwestern University, Evanston, Illinois, USA

7. Department of Psychology and Neuroscience, University of North Carolina, Chapel Hill, North Carolina, USA

8. Department of Psychology, Georgetown University, Washington, District of Columbia, USA

Funder

William T. Grant Foundation

Publisher

Informa UK Limited

Reference40 articles.

1. Alim, H. S., & Paris, D. (2017). What is culturally sustaining pedagogy and why does it matter? In D. Paris & H. S. Alim (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 1–21). Teachers College Press.

2. Using thematic analysis in psychology

3. One size fits all? What counts as quality practice in (reflexive) thematic analysis?

4. Conceptual and design thinking for thematic analysis.

5. Does Culturally Relevant Teaching Work? An Examination From Student Perspectives

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