Date Approved


Degree Type

Open Access Thesis

Degree Name

Master of Arts (MA)

Department or School

Teacher Education

Committee Member

Sylvia Jones, Ph.D.

Committee Member

Shawn Quilter, Ph.D.

Committee Member

Alane Starko, Ph.D.


It has been over two decades since the theory of culturally relevant pedagogy (CRP) was posed by Ladson-Billings (1995), yet little has changed in the lives of Black students and students of color. Across the literature, researchers revealed many White teachers lack awareness of self and others. This qualitative analysis utilized the narrative form and process of autoethnography to examine how my White racial identity evolved across context and time and how this racial identity impacted my teaching practice. This study began with journal entries of significant cultural experiences and events I recalled from early childhood, adolescence, and adulthood. I critically reflected upon how I made meaning throughout the various stages of my development while examining the complexity of my intersecting social identities, which resulted in a new understanding of my Whiteness.