Elyzia Powers

Publication Date

2017

Document Type

Dissertation/Thesis

First Advisor

Johnson, Laura R.

Degree Name

M.S. Ed. (Master of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Educational psychology

Abstract

Privilege and power dynamics in higher education settings are examined using an autoethnographic design. To begin with, the need for the study is outlined, followed by research questions. After a brief discussion of the methodology, operational definitions important to conceptualizing privilege are laid out. Reasoning for the study is explained, followed by coverage of a theoretical framework. For this study, critical pedagogy and intersectionality are used, in alignment with autoethnographic thinking. Literature covering privilege in higher education as well as power dynamics and interventions is reviewed. Autoethnography as a method is then explained, followed by a detailed account of data collection methods and analysis techniques. Findings are then presented, focusing on privilege and power dynamics in classroom settings as well as higher education in general. Lastly, a discussion of the purpose and implications of the research are covered, specially addressing those people in positions of power.

Comments

Advisors: Laura R. Johnson.||Committee members: Kelly H. Summers; Stephen M. Tonks.||Includes bibliographical references.

Extent

101 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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