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The Education Doctorate (Ed.D.)

Issues of Access, Diversity, Social Justice, and Community Leadership

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Edited By Virginia Stead

This first-of-its-kind text explores the Ed.D. program as a crucible for equitable higher education and community leadership. It was inspired in part by the Carnegie Project on the Educational Doctorate (CPED) and, more broadly, by widespread international interest in the power of the Ed.D. as a force for positive social change. The book’s range of cultural contexts and educational perspectives promises new insights and solutions for policy analysts, policy makers, executive administrators, faculty researchers, philanthropists, and policy beneficiaries.
In contrast to the traditional Ph.D., the Ed.D. typically attracts educational practitioners within school boards, government agencies, non-governmental organizations (NGOs), as well as standalone or internationally linked community associations. The greatest attraction of the Ed.D. is an assessment strategy that encourages graduate students to incorporate their own cultural and professional contexts into a capstone project instead of producing a classic dissertation.
This book features inclusive language, highlights everyday expressions from minoritized cultures, and clarifies new concepts to accommodate new scholars and English Language Learners. Readers will discover representative research on Ed.D. policy and practice from the United States, Canada, and a sprinkling of other countries. Renowned and emergent researchers represent multiple roles within the Ed.D. education process. Individual chapters contrast historical and contemporary issues, and raise awareness about many complexities and strategies that make the Ed.D. an ideal engine of professional empowerment and social justice leadership.
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Chapter Twelve: Activating the Ed.D. Teaching Experience to Challenge Microaggression in Evaluations of Minority Faculty

← 154 | 155 → CHAPTER TWELVE

Extract

The university values your thoughtful feedback, however comments about a teacher’s accent, age, disability, gender, race, religious beliefs, and sexual orientation are inappropriate and will render your evaluation invalid.

—ANONYMOUS STATEMENT FOR INCLUSION ON STUDENT EVALUATIONS

There is growing concern over the validity of student evaluations of teachers (SETs) in assessing teaching ability (Canadian Association of University Professors, 2006; Dua & Lawrence, 2000; Finch, 2003). For instance, Lindahl and Unger (2010) describe students as being cruel and malicious toward teachers in their comments on SETs. Research by Evans Winters and Twyman Hoff (2011) has highlighted the possibility that students collaborate and conspire to put negative comments on Black teachers’ SETs, a phenomenon that they describe as “electronic lynching.” Despite this concern, decision makers often consider student ratings on SETs to be a convenient way—and often the only way—of assessing teaching (Berk, 2005; Harris, 2007; Kember & Wong, 2000; Lazos, 2012). The use of SETs seems to be firmly entrenched in most universities in North America. However, from the perspective of faculty of color, SETs can often be sites of institutional discrimination, rife with microaggressions and stereotypes that negatively affect promotion or tenure and course funding (Griffin, Pifer, Humphrey, & Hazelwood, 2011; Turner, González, & Wood, 2008).

← 155 | 156 → At universities that do not guarantee funding for education doctoral students, low SET results can affect the livelihoods of students of color who may rely on part-time teaching positions to support themselves, and...

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