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Dissertation
Exploring the representation of teachers of color in U.S. K-12 public education: a narrative inquiry into their lived experiences and professional journeys
Doctor of Education (Ed.D.), Drexel University
Sep 2025
DOI:
https://doi.org/10.17918/00011174
Abstract
This narrative inquiry explored the lived experiences of Teachers of Color (TOCs) in U.S. K-12 public schools. TOCs, defined in this study as educators who self-identify as Black, Latinx, Asian American, or other racially minoritized groups, described how they perceived their representation, navigated systemic barriers, and constructed professional identities within their educational environments. Against a backdrop of underrepresentation and systemic inequities, this study drew on personal narratives and reflective journals to illuminate how TOCs developed resilience strategies in response to racism, professional isolation, and institutional bias. Guided by sociocultural and resilience theory and framed within Clandinin and Connelly's relational narrative inquiry methodology, the research centered on the voices of TOCs as they made meaning of their professional journeys. Data were collected through semi-structured interviews and reflective journals, capturing both outward stories and inward reflections. Through thematic analysis, the study contributed critical insights to equity discourse and offered practical implications for improving educational policy, strengthening teacher retention, and creating culturally affirming school environments. Ultimately, this inquiry magnified the voices of TOCs and highlighted their vital role in advancing educational justice and systemic transformation. Keywords: Teacher of Color, Sociocultural Theory, Resilience Theory, Representation, Teacher Identity, Equity in Education.
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Details
- Title
- Exploring the representation of teachers of color in U.S. K-12 public education
- Creators
- Smita D. Weakland
- Contributors
- Valerie Klein (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- ix, 129 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022093052404721