Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
The level of clarity and commitment to educational equity varies from district to district and is different in a rural district as opposed to an urban district. The purpose of this dissertation study is to clarify the educational equity work in a rural setting for myself and others. This qualitative study utilized grounded theory analysis and autoethnography1 to answer the primary question of What are the skills, dispositions, and content knowledge that equity specialists in rural Minnesota describe as being effective to better prepare them in their work toward achieving educational equity? The study focused on perspectives shared from equity specialists and administrators from several rural, predominantly white districts in Minnesota. Surveys, interviews, and a focus group were used to collect data over the course of one calendar year. This study concluded with five major findings: 1) equity in rural Minnesota is primarily done by white females, 2) equity specialists work to create a culture of self-reflection, 3) equity specialists work to build capacity so as to not work alone, 4) habits are difficult to change, and 5) equity work is increasingly important and expanding.
educational equity, equity specialist, rural, Whiteness
Murphy, Jessica, "SEARCHING FOR A VISION: UNDERSTANDING EDUCATIONAL EQUITY IN RURAL MINNESOTA" (2020). School of Education Student Capstone Theses and Dissertations. 4487.
School of Education Student Capstone Theses and Dissertations