The 78.9%: Contextualizing White Teacher Experiences in Seattle Public Schools through a Theoretical Framework for Anti-Racist Professional Development

dc.contributor.advisor	Headrick-Taylor, Katie
dc.contributor.author	Shames, Sarina
dc.date.accessioned	2024-09-09T23:07:30Z
dc.date.available	2024-09-09T23:07:30Z
dc.date.issued	2024-09-09
dc.date.submitted	2024
dc.description	Thesis (Master's)--University of Washington, 2024
dc.description.abstract	This study utilizes a grounded analysis approach to explore how Seattle Public Schools (SPS) has supported white teachers through anti-racist professional development (PD). I employ a combination of anti-racist frameworks to ultimately create The Umbrella of White Teacher Professional Development Framework to best analyze teacher interviews and understand their experiences with PD. I argue that through this framework, it can be seen how SPS is failing to provide white teachers with ample and sufficient trainings and support. This study goes further to provide considerations for SPS and other districts looking to best support teachers through anti-racist PD.
dc.embargo.terms	Open Access
dc.format.mimetype	application/pdf
dc.identifier.other	Shames_washington_0250O_26935.pdf
dc.identifier.uri	https://hdl.handle.net/1773/51925
dc.language.iso	en_US
dc.rights	CC BY
dc.subject	anti-racist
dc.subject	professional development
dc.subject	Seattle
dc.subject	teachers
dc.subject	whiteness
dc.subject	Educational psychology
dc.subject.other	Education - Seattle
dc.title	The 78.9%: Contextualizing White Teacher Experiences in Seattle Public Schools through a Theoretical Framework for Anti-Racist Professional Development
dc.type	Thesis

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