ORCID
Date of Award
Summer 2025
Language
english
Embargo Period
7-28-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School/Department
Department of Educational and Counseling Psychology
Program
Educational Psychology
First Advisor
Kevin Quinn
Committee Members
Tammy Ellis-Robinson, Kimberly Colvin
Keywords
equity, education, special education, perceptions, k-12, inclusion, diversity
Subject Categories
Disability and Equity in Education
Abstract
This study uses the Panorama Equity and Inclusion Survey as a measurement tool to examine the perceptions of equity and inclusion among teachers and students in a K-12 educational setting. Grounded in critical race theory, this research employs a QUANT-CRIT mixed methods approach to illuminate systemic inequities and amplify the voices of historically marginalized groups. A review of the existing literature reveals persistent disparities in educational experiences and outcomes for students and teachers of color, underscoring the need for a dual focus on both quantitative patterns and qualitative narratives. The study addressed two primary research questions: (1) What are teachers’ perceptions of equity in their school, and how do these perceptions differ between teachers of color and white teachers? (2) How do students of color perceive equity and inclusion compared to white students? Quantitative analysis, including t-tests and factor analysis, identified patterns in equity perceptions, while qualitative content analysis of open-ended responses explored nuanced experiences related to race, ethnicity, and culture. Findings revealed differences in perceptions of equity and inclusion between demographic groups, with themes such as systemic inequities, tokenism in discussions about race, and the marginalization of student voices emerging from qualitative data. These findings have critical implications for policy and practice, offering guidance for school leaders and educators striving to create more inclusive and equitable environments. This research contributes to the ongoing discourse of equity in education, centering the experiences of marginalized communities while challenging dominant narratives.
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Gray, Jessica W Coles, "JEDI Mind: Student and Teacher Perceptions of Justice, Equity, Diversity, and Inclusion" (2025). Electronic Theses & Dissertations (2024 - present). 291.
https://scholarsarchive.library.albany.edu/etd/291