Date of Award
12-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching and Learning
Committee Chair/Advisor
Sandra Linder
Committee Member
Michelle Boettcher
Committee Member
Kristen Duncan
Committee Member
Mindy Spearman
Abstract
ABSTRACT
This qualitative study examines how Black women educators working with scripted curricula exercise autonomy, agency, and advocacy in elementary school contexts. Guided by interpretive phenomenology, the inquiry centers on lived experience and meaning-making. Data were collected through semi-structured interviews with ten educators, supplemented by reflexive journaling, member checking, and peer debriefing to enhance the trustworthiness of the findings. Analysis used iterative, thematic methods within a hermeneutic circle.
Two questions shaped the design. What beliefs and perceptions do Black women educators hold about autonomy, agency, and advocacy in scripted classrooms? How do they negotiate professional identity and role within mandates?
Five cross-case themes emerged. (1) Autonomy is conditional and negotiated, (2) Adaptation functions as a routine practice, not an exception, (3) Advocacy operates as an ethical imperative, (4) Identity informs pedagogy, and (5) Relationships remain foundational to learning and belonging. Participants described moves such as re-sequencing pacing guides, integrating culturally relevant tasks, and widening discourse routines to protect student dignity and access. They linked instructional discretion to administrative trust and outcomes. They framed advocacy as daily action in service of equity and care. These patterns align with Social Cognitive Theory and Self-Determination Theory while foregrounding Black Feminist Thought.
Findings point to practical levers. Leadership that protects teacher discretion, invests in relational trust, and honors expertise supports engagement and achievement. Preparation and induction that build adaptive expertise prepare teachers for scripted contexts. A policy that values professional judgment sustains quality and retention in high-needs schools.
Limitations include focus on one region and elementary settings. Future studies should follow educators across school moves, link adaptation to student outcomes, and examine leadership practices that expand their levels of autonomy, agency and advocacy within their work contexts. This work contributes actionable knowledge for school leaders, preparation programs, and policymakers committed to equity, belonging and excellence.
Recommended Citation
Plummer, Racquel, "Redefining the Script: Autonomy, Agency and Advocacy Among Black Women Educators" (2025). All Dissertations. 4164.
https://open.clemson.edu/all_dissertations/4164