White Pedagogues: How High School Students Perceive the White Dominant Narrative among non-White Educators

Presenter: Ismael Lopez

Presenter Status: Undergraduate student

Academic Year: 22-23

Semester: Spring

Faculty Mentor: Kyla Doughty

Department: Sociology

Funding Source/Sponsor: McNair

Abstract:
The United States public education system becomes even more and greatly so, diverse. Relevant studies focus on students and the role of race within the American education system and even take the liberty to understand what different teachers do as educators for racially diverse students. However, while minority teachers are getting a chance to teach, many are leaving the profession at high rates, making retention efforts difficult. Now most scholars either forget or intentionally deflect ideas of race and the underrepresentation of non-White teachers within the public education system. I then question the public American education system as an inclusive hub for diverse ideas, toward a more racialized social institution that allows for the racialization of narratives such as the “White dominant narrative” and Whiteness. In my qualitative study, I draw from 15 in-depth interviews with both White and non-White students between their second and fourth year in high school from Pointland High School (pseudonym) in a Northern California school district. My study is an ongoing study, meaning that this a rough idea of what my abstract may be, thus it is a work in progress study with no findings yet.