Document Type

Dissertation

Degree

Doctor of Philosophy

Major

Education, Educational Leadership & Policy Studies

Date of Defense

12-18-2015

Graduate Advisor

Matthew D. Davis, PhD

Committee

Angela Coker

Miller, Keith

Hoagland, Carl

Abstract

Developing social justice awareness is a challenging task. Many educational institutions have limited discourse related to race and equity. This autoethnography examines one leader’s attempt to become a transformational leader by having ongoing conversations about race and racism, applying the individualized transformative model of professional development during conversations, utilizing a peer advisory group for feedback, and reflecting on the results. Findings reveal the most important element for growth is the act of engaging in the conversation regardless of one’s perceived level of competence. The individualized transformative model of professional development was demonstrated to be an effective approach to professional development.

Included in

Education Commons

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