Date of Award
8-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching and Learning
Committee Chair/Advisor
Dr. Kristen Duncan
Committee Member
Dr. Mindy Spearman
Committee Member
Dr. Shelia Durham
Committee Member
Dr. Christopher Martell
Abstract
This study aimed to identify the varied emotions of white, pre-service and first year secondary social studies teachers when facing the possibility of teaching topics of race, especially in the current “anti-CRT” political climate. Using Critical Race Theory and Plutchik’s Wheel of Emotion as a guiding framework, this exploratory, multiple case study employed a variety of qualitative data collection methods and analysis practices. The cross-case analysis, using Constant Comparative Analysis, identified six common themes across the individual cases. The findings revealed that white pre-service and first year secondary social studies teachers believed race was impacting every area of life, they had overwhelming nerves when teaching topics of race, they were nervous to make any statements on race because of backlash, they believed they were prepared to teach topics of race, they were not knowledgeable of CRT or the movements against it and finally, they desired to teach students from racial backgrounds different from their own and valued the opportunity. Based on these findings, it was determined that white pre-service and first year social studies teachers experienced a variety of emotions when discussing topics of race, and these emotions had tangible impacts on their teaching. Implications for the P-12 school system, Teacher Education Programs, and future research were discussed.
Recommended Citation
Edmisten, Noble M., "White Secondary Social Studies Pre-Service and First Year Teachers’ Emotions Surrounding Topics of Race in Light of Current Censorship Laws" (2025). All Dissertations. 4014.
https://open.clemson.edu/all_dissertations/4014