Leading for Equity: An Exploration of Individual and Institutional Supports for Teacher Activism

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dc.contributor.advisorO'Malley, Michael
dc.contributor.authorCroteau, Susan M.
dc.contributor.committeeMemberGordon, Stephen P.
dc.contributor.committeeMemberPrice, Larry
dc.contributor.committeeMemberBeck, Brandon L.
dc.date.accessioned2018-09-19T14:15:05Z
dc.date.available2018-09-19T14:15:05Z
dc.date.issued2018-05
dc.description.abstractBackground and Objective: Curricular activism is proposed as a means by which teachers may challenge educational inequity for marginalized students in our nation’s public schools. This research aims to determine the frequency of teacher engagement in curricular activism, to explore the factors that predict this activism, and to examine activist teachers’ perceptions of school leaders’ support for their activism. Azjen’s theory of planned behavior (1991), which asserts that attitudes, perceived behavioral control, and social norms predict intentions, which then lead to behaviors, provides the structural model for this study. Study Design/Materials and Methods: Data from the Social Justice Scale (Torres-Harding, Siers & Olson, 2012) were analyzed using descriptive statistics and Structural Equation Modeling; interview data were analyzed using narrative techniques. Both sets of findings were then integrated using an explanatory-sequential mixed methods approach. Findings: Surveyed teachers (n=172) reported engaging in curricular activism at a modal frequency of at least once per week. SEM analysis of the proposed model produced a suboptimal fit, with perceptions of behavioral control failing to regress significantly on both intentions and activism behaviors. Interviews provided explanations for the quantitative findings. Conclusions: Curricular activists appear to be motivated to engage in these actions by the pro-social justice attitudes of themselves and a few trusted teacher allies. They report having limited power to address educational inequity outside of the classroom context. Principals were perceived as offering little in the way of support for curricular activism, and as being impeded from offering more by multiple external factors.
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology
dc.formatText
dc.format.extent329 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationCroteau, S. M. (2018). <i>Leading for equity: An exploration of individual and institutional supports for teacher activism</i> (Unpublished dissertation). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/7721
dc.language.isoen
dc.subjectTeacher activism
dc.subjectCurricular activism
dc.subjectEducational inequality
dc.subjectSocial justice leadership
dc.subjectCritical theory
dc.subjectMixed methods
dc.subjectStructural equation modeling
dc.subjectNarrative methods
dc.subject.lcshCurriculum changeen_US
dc.subject.lcshTeachers--Political activityen_US
dc.subject.lcshSocial justice--Study and teachingen_US
dc.titleLeading for Equity: An Exploration of Individual and Institutional Supports for Teacher Activism
dc.typeDissertation
thesis.degree.departmentCounseling, Leadership, Adult Education, and School Psychology
thesis.degree.disciplineSchool Improvement
thesis.degree.grantorTexas State Universityen_US
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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