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.
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Doctor of Philosophy (Ph.D.)
College of Community Innovation and Education
School of Public Administration
Public Affairs; Social Work
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Haynes, Jasmine, "Cultivating Culturally Responsive, Equity-centered, and Trauma-informed Attitudes among Educators" (2022). Electronic Theses and Dissertations, 2020-. 1216.