Abstract

Recently, the United States has seen a notable increase in controversy and legislation regarding "divisive" concepts and issues in education. These divisive issues include Critical Race Theory, Social Emotional Learning, book censorship, and other race and gender topics. Legislation and media coverage regarding these issues contributes to a larger trend of challenges to teacher professionalism. I build on recent literature exploring how educators experience divisive issues legislation, putting these experiences in conversation with educator identity formation and the development of a professional sense of self. I interviewed 18 secondary school teachers throughout Utah's Wasatch Front to explore (1) how teachers are interpreting their portrayal in media and in legislation, (2) how that portrayal compares to their personal characterization of their professional roles and goals, and (3) how educators are navigating the difference between these two professional self-concepts. Negative emotional responses point to the need for educator support, as do various navigational strategies, which include bracing against attacks, apprehension, and avoiding important topics. Support for educators must confirm their professional status, challenge de-professionalization efforts, and create space for conversations about race and gender in their classrooms.

Degree

MS

College and Department

Family, Home, and Social Sciences; Sociology

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2024-07-25

Document Type

Thesis

Keywords

teachers, identity formation, Critical Race Theory, divisive issues, Utah, de-professionalization, self-concept

Language

english

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