Date of Award

11-2014

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Sue Harrison, PhD

Second Advisor

Gary Tiffin, PhD

Third Advisor

Ginny Birky, PhD

Abstract

This qualitative research study explored participant perceptions of district-sponsored race-and equity-focused professional development, specifically as it applies to racial consciousness. This study utilizes Singleton’s (2006) Courageous Conversations About Race (CCAR) Protocol to examine participant perceptions of district race-and equity-focused professional development and its impact personally, professionally, and as members of an organization engaged in ongoing conversations about race and equity. Results showed that participants perceived a change in their racial consciousness as a result of participation in the district’s ongoing race-and equity-focused professional development. The study explored the results and its implications for education, specifically regarding participant perception of the impact to their racial consciousness.

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