Date of Award

8-31-2026

Document Type

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education/Higher Education PhD

First Advisor

Dr. Jay R. Dee

Second Advisor

Dr. Denise Patmon

Third Advisor

Dr. Mary Wright

Abstract

The purpose of this study was to explore the experiences of white faculty participants in a critical professional development (CPD) program that seeks to enhance racial consciousness at a public research university. The goal of the study was to understand any perceived changes in faculty positionality and teaching and learning practices following their participation in the program, as well as identify the extent to which the program supported participants in a journey towards enhanced racial consciousness.

Four themes characterized the experiences of faculty participants in this CPD program: 1) experiencing the benefits of a learning community, 2) gaining confidence in using equity-oriented teaching practices, 3) understanding whiteness but struggling with white racial identity, and 4) forging equity and inclusion into their teaching practice. First, regarding the CPD learning community, participants identified significant benefits from learning together with faculty colleagues. They appreciated the time and space for reflection, and they gained knowledge about structural racism through conversations with Faculty of Color colleagues in the program. Second, they gained confidence through identifying and justifying their pedagogical choices and by developing increased comfort with addressing complex and contested topics in the classroom. Third, faculty participants gained extensive knowledge about how whiteness impacts teaching and learning, and they implemented practices to dismantle whiteness in their own courses. However, they struggled to conceptualize their own white racial identity, thus indicating a need for further development of their racial consciousness. This finding suggests that white racial identity development and white racial consciousness do not necessarily progress at the same pace, underscoring the need for ongoing professional development to support deeper identity work. And finally, faculty participants noted that the program helped them infuse equity and inclusion into their teaching practices. By participating in the CPD program, they were able to recognize the need for equity-oriented teaching practices, develop flexible approaches for students to achieve academic standards, and unpack the hidden curriculum in ways that made the learning process more transparent and inclusive. Faculty participants noted that the CPD program included intentional design features that fostered their ongoing engagement with related professional development opportunities.

Comments

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