The Impact of a Professional Learning Community on the Educational Equity Mindset of High School History Teachers

While efforts to diversify and decolonize history curricula have grown in recent years, there is limited research on how to enact effective professional development to implement curricular and pedagogical changes in predominantly White, independent schools. The purpose of this study was to evaluate the impact of a professional learning community (PLC) on high school history teachers’ educational equity mindset. This qualitative study was conducted in an independent school setting using semi-structured interviews, researcher notes of PLC sessions, and participant reflective journals. The findings of this study indicated that the PLC was effective in shifting participants’ educational equity mindsets through discussion and reflection. Analysis of the findings showed that purposeful selection of the PLC and the role of the facilitator were instrumental in creating an effective environment for shifting educational equity mindsets.

Author

• Pierce, Kinari Sakamoto

Language

• English

Keyword

• history curriculum
• equity
• professional learning community

Date created

• 2025

Type of Work

• Dissertation

License

• All rights reserved

Rights statement

• In Copyright

GW Unit

• Curriculum & Instruction

Degree

• Ed.D.

Advisor

• Kortecamp, Karen

Committee Member(s)

• Steeves, Kathleen
• Reese, Jim

Persistent URL

•  https://scholarspace.library.gwu.edu/etd/r207tq24x