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Beyond Virtue Signaling: Racialized Realities and Uncovering Retention Factors for Black Teachers in Wisconsin's 'Progressive' School Districts
Beyond Virtue Signaling: Racialized Realities and Uncovering Retention Factors for Black Teachers in Wisconsin's 'Progressive' School Districts
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104638
- ISBN
- 9798280771635
- DDC
- 370.5
- 서명/저자
- Beyond Virtue Signaling: Racialized Realities and Uncovering Retention Factors for Black Teachers in Wisconsins Progressive School Districts
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 221 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
- 주기사항
- Advisor: Welton, Anjale' D.;Henry, Kevin Lawrence, Jr.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
- 초록/해제
- 요약The teaching profession faces an unprecedented crisis as educators leave at alarming rates, a trend accelerated by the COVID-19 pandemic. Within this broader exodus, Black teachers are departing at disproportionately higher rates than their white counterparts, perpetuating a legacy of exclusion that began with desegregation. Despite its intended purpose of dismantling "separate but equal" education, desegregation resulted in the devastating displacement of tens of thousands of Black educators-a deficit from which the profession has never recovered. This loss is particularly consequential given extensive research demonstrating that Black teachers significantly enhance academic achievement, college enrollment rates, and disciplinary outcomes for Black students while benefiting all students through culturally responsive pedagogy and diverse perspectives.This dissertation examines a compelling paradox within Wisconsin's progressive school districts-communities celebrated as bastions of social justice, inclusion, and diversity, yet home to some of the nation's largest same-race teacher gaps. These districts, characterized by robust infrastructure, comprehensive amenities, and public commitments to equity, paradoxically struggle to recruit and retain Black educators despite their progressive reputations. The incongruence between stated values and lived realities raises critical questions about the authentic implementation of social justice ideals in educational spaces.Through a Critical Race Theory lens, this study explores the racialized experiences of Black teachers within Wisconsin's progressive districts, centering their voices and narratives to understand factors that promote retention rather than focusing solely on departure reasons. By examining what sustains Black educators in these environments, this research seeks to generate actionable solutions that honor the resilience Black teachers have demonstrated for centuries while confronting systemic barriers rooted in white supremacy.The Midwest's reputation for "nice" cannot mask persistent inequities that drive talented Black teachers from classrooms where their presence is most needed. This study contributes to critical conversations about authentic inclusivity, moving beyond the progressive paradox toward substantive change that ensures Black teachers can thrive in spaces that claim to champion diversity and justice.
- 일반주제명
- Education policy
- 일반주제명
- Educational leadership
- 일반주제명
- Black studies
- 키워드
- Black teachers
- 키워드
- Retention
- 키워드
- Wisconsin
- 키워드
- Recruitment
- 기타저자
- The University of Wisconsin - Madison Ed Leadership & Policy Analysis
- 기본자료저록
- Dissertations Abstracts International. 86-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
■007cr#unu||||||||
■020 ▼a9798280771635
■035 ▼a(MiAaPQ)AAI32113679
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370.5
■1001 ▼aDugas, Tony Rivera, Jr.
■24510▼aBeyond Virtue Signaling: Racialized Realities and Uncovering Retention Factors for Black Teachers in Wisconsin's 'Progressive' School Districts
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a221 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-12, Section: A.
■500 ▼aAdvisor: Welton, Anjale' D.;Henry, Kevin Lawrence, Jr.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
■520 ▼aThe teaching profession faces an unprecedented crisis as educators leave at alarming rates, a trend accelerated by the COVID-19 pandemic. Within this broader exodus, Black teachers are departing at disproportionately higher rates than their white counterparts, perpetuating a legacy of exclusion that began with desegregation. Despite its intended purpose of dismantling "separate but equal" education, desegregation resulted in the devastating displacement of tens of thousands of Black educators-a deficit from which the profession has never recovered. This loss is particularly consequential given extensive research demonstrating that Black teachers significantly enhance academic achievement, college enrollment rates, and disciplinary outcomes for Black students while benefiting all students through culturally responsive pedagogy and diverse perspectives.This dissertation examines a compelling paradox within Wisconsin's progressive school districts-communities celebrated as bastions of social justice, inclusion, and diversity, yet home to some of the nation's largest same-race teacher gaps. These districts, characterized by robust infrastructure, comprehensive amenities, and public commitments to equity, paradoxically struggle to recruit and retain Black educators despite their progressive reputations. The incongruence between stated values and lived realities raises critical questions about the authentic implementation of social justice ideals in educational spaces.Through a Critical Race Theory lens, this study explores the racialized experiences of Black teachers within Wisconsin's progressive districts, centering their voices and narratives to understand factors that promote retention rather than focusing solely on departure reasons. By examining what sustains Black educators in these environments, this research seeks to generate actionable solutions that honor the resilience Black teachers have demonstrated for centuries while confronting systemic barriers rooted in white supremacy.The Midwest's reputation for "nice" cannot mask persistent inequities that drive talented Black teachers from classrooms where their presence is most needed. This study contributes to critical conversations about authentic inclusivity, moving beyond the progressive paradox toward substantive change that ensures Black teachers can thrive in spaces that claim to champion diversity and justice.
■590 ▼aSchool code: 0262.
■650 4▼aEducational administration
■650 4▼aEducation policy
■650 4▼aEducational leadership
■650 4▼aBlack studies
■653 ▼aBlack teachers
■653 ▼aProgressive paradox
■653 ▼aProgressive school districts
■653 ▼aRetention
■653 ▼aWisconsin
■653 ▼aRecruitment
■690 ▼a0514
■690 ▼a0458
■690 ▼a0449
■690 ▼a0325
■71020▼aThe University of Wisconsin - Madison▼bEd Leadership & Policy Analysis.
■7730 ▼tDissertations Abstracts International▼g86-12A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17358289▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
