Lynette Suliana Sikahema Finau, Ph.D. is a 2021 graduate of the PHD Program in Leadership and Change at Antioch University.
Lynette Finau at her Dissertation Defense.
From L-R: Dr. Kamuela Ka'Ahanui, Committee Member, Dr. Lize Booysen, Committee Chair, Dr. Elizabeth Holloway, Committee Member.
- Lize Booysen, DBL, Committee Chair
- Elizabeth Holloway, Ph.D., Committee Member
- Kamuela Ka'Ahanui, Ed.D., Committee Member
teacher identity, bridging identity, students of color, minority teachers of color, racism in education, achievement gap, vision gap, Pacific Islanders, role models, first-order narratives
Research and scholarship in multicultural education has consistently affirmed that as a result of the long standing racial academic achievement gap and the current teaching force not reflecting the changing demographics of students in the United States, students of color continue to be deprived from having teachers who look like them and who may bring similar life, social, and cultural experiences that can increase the value they place on academics. The purpose of this study was to explore the lived experiences of teachers of color and how they perceive their identity as significant and meaningful to their profession and its influential impact on the academic success of students of color. It is the role-model premise that students can benefit from seeing teachers with similar racial/ethnic background in a position of authority in school. This research was grounded on the depth that qualitative inquiry brings to the field of education and was critical to the ongoing thematic interpretation of teachers of colors’ often preconceived views of identity. Findings were extracted from 14 teachers of color participants who were engaged in a reflective process that revealed emerging themes from their individual and common perceptions and experiences. This study affirms that teachers of color are vital in the education system and as anticipated, their reflective narratives each produced a landscape of stories that brought meaning into their different backgrounds, personal stories, challenges, belief system, and career that surfaced their initial motivation for entering the teaching profession. This study is also embedded within a framework that draws particularly from two theoretical lenses; identity theory and identity construction theory. Employing identity studies to teachers is an extension of ways in which theoretical views intersects with teachers’ lives, experiences and perceptions of their role and educational practices. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).
Finau, L. S. (2021). Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative. https://aura.antioch.edu/etds/729
African American Studies Commons, American Studies Commons, Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Elementary Education Commons, Ethnic Studies Commons, Higher Education Commons, Latina/o Studies Commons, Leadership Studies Commons, Secondary Education Commons