Abstract

This qualitative study explored the influence of implementing a culturally responsive and equity-centered trauma-informed professional development series with educators. Seven middle school educators from various regions of the U.S. participated in a culturally responsive and equity-centered trauma-informed professional development series in the 2021-2022 academic year. Educators participating in the series received three live virtual two-hour trauma-informed modules highlighting racial trauma, race-related trauma triggers, and deficit versus asset-based perspectives of racially diverse students, along with case studies and critical discourse. Data collection included pre-and post-interviews (n = 14), participant journal reflections (n = 14), and intervention module case study reflection transcripts (n = 3). Three overarching themes were identified from thematic analysis relating to participants' engagement in the professional development series. First, the series helped to enrich educators' soil of knowledge and awareness (i.e., racial trauma knowledge and awareness, social awareness, and self-awareness). Second, the series helped educators grow roots of intentionality (i.e., deliberate and purposeful thoughts for interacting with students). Third, the professional development series cultivated the budding of social change agents (i.e., educators' transformative potential and desire to engage in social action efforts). The study's findings suggest that a culturally responsive, equity-centered trauma-informed professional development series has the potential to enrich educators' knowledge and awareness regarding racial trauma. Furthermore, the series has the potential to improve interpersonal interactions between teachers and students and increase student engagement. Lastly, the professional development series can help prepare educators to become confident and assertive social change agents on a quest for racial equity in schools. Implications are provided for practice, research, and policy.

Notes

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Graduation Date

2022

Semester

Summer

Advisor

Anderson, Kim

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

School of Public Administration

Degree Program

Public Affairs; Social Work

Identifier

CFE0009187; DP0026783

URL

https://purls.library.ucf.edu/go/DP0026783

Language

English

Release Date

August 2022

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Location

UCF Downtown

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