First Advisor

Cohen, Michael

First Committee Member

Vogel, Linda

Second Committee Member

Kamberelis,

Third Committee Member

Berg, Margaret

Degree Name

Doctoral

Document Type

Dissertation

Date Created

12-2023

Department

College of Education and Behavioral Sciences, Leadership Policy and Development: Higher Education and P-12 Education, LPD Student Work

Abstract

The purpose of this study was to analyze my own leadership experiences as a White cisgender female elementary school principal and how my white privilege contributed to maintaining white supremacy and systemic racism. The purpose was also to explore the impact of the evolution of my white racial frame and intentionally break my silence about white supremacy and systemic racism over the 2018–2019 school year. Critical Race Theory (CRT) and Critical White Studies (CWS) provided the framework of analysis using a narrative structure to develop four critical vignettes at the micro level of education. Qualitative data were drawn from personal memory, documents, and vignettes. The method of analysis was critical autoethnography and analysis revealed elements related to the permanence of racism, interest convergence, and tokenism.

Abstract Format

html

Extent

305 pages

Local Identifiers

Toliver_unco_0161D_11186.pdf

Rights Statement

Copyright is held by the author.

Share

COinS