Degree

Doctor of Philosophy (PhD)

Department

Education

Document Type

Dissertation

Abstract

The purpose of this study was to examine the experiences of Black educators in rural schools in Louisiana during the Double Pandemic, which included the COVID-19 pandemic and the pandemic of racism and their convergence in the lives of the participants. This research sought to explore the nuances of the Black rural educator experience and the unique challenges they faced before and during this period.

This study utilized the qualitative research method of narrative inquiry to construct stories that authentically showcased the participants’ experiences. Semi-structured interviews, a focus group, reflective journaling, and member checking were all used to collect participant data. Critical Race Theory was the theoretical framework utilized to engage in the study and was the lens through which the data was analyzed. The participants represented a group of Black educators who served in rural Louisiana before and during the Double Pandemic.

The analysis of the narratives suggests that while on an individual basis, the inequity felt by participants may seem like happenstance, the glaring similarities in their experiences make it evident that there have been decades of policies designed to decide who would be given specific resources and opportunities. Five main themes emerged from the participant narratives: (a) separate and unequal, (b) opportunities, (c) the privilege of caring, (d) unprepared, and (e) hopelessness.

This study’s findings provided invaluable information about what factors may be contributing to the inability to recruit or retain Black educators in rural Louisiana. The findings have further implications that can help guide parishes, the state, and other stakeholders in developing a culture and community that supports Black rural educators.

Date

9-4-2024

Committee Chair

Kim Skinner

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Available for download on Saturday, September 04, 2027

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