Abstract
The purpose of this research was to explore academic nurse educator attitudes, specifically beliefs and values, regarding their role educating ethnically and racially diverse students through the lens of culturally relevant pedagogy. Focused ethnography methodology was applied through all phases of this research. Interviews with 14 academic nurse educators provided insight into a subculture of nursing. Themes that emerged from data analysis included strengths perspective, teacher-student relationships, diversity as an asset, crucial or difficult conversations, and ethnicity and race setting the narrative. In addition, assimilation and white privilege were discussed due to compelling and varied responses from participants.
Sigma Membership
Gamma Beta
Lead Author Affiliation
Howard University, Washington, DC, USA
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Ethnography
Research Approach
Qualitative Research
Keywords:
Nurse Educators, Nursing Education, Ethnically/Racially Diverse Nursing Students, Beliefs and Values, Culturally Relevant Pedagogy
Advisor
Darcy A. Copeland
Second Advisor
Katherine L. Sullivan
Third Advisor
Melissa L. Henry
Fourth Advisor
Linda L. Black
Degree
PhD
Degree Grantor
University of Northern Colorado
Degree Year
2021
Recommended Citation
Weir, Melissa Lillian, "Academic nurse educator attitudes regarding their role educating ethnically and racially diverse nursing students: A focused ethnography" (2022). Dissertations. 1742.
https://www.sigmarepository.org/dissertations/1742
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-03-09
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28496747; ProQuest document ID: 2546155028. The author still retains copyright.