Equity, Teacher Efficacy, and CRT in a Florida School District: A Qualitative Case Study Exploring Political Realities
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Authors
Gamble-Wakefield, Therese V
Issue Date
2025-11
Type
Dissertation
Language
en
Keywords
Student Success Science , Criminal Justice & Public Safety , Educational Leadership & Learning Lifelong , Healthcare Innovation & Delivery , Workforce Development Needs & Industry Alignment , Project 2025 , Teacher Censorship , BIPOC Student Literature Access
Alternative Title
Abstract
This qualitative case study, Equity, Teacher Efficacy, and CRT in a Florida School District: Exploring Political Realities, examined how state education policies and political rhetoric have reshaped teacher practice, professional identity, and student access to culturally responsive learning in grades 6–12 across Florida. Grounded in critical pedagogy, critical race theory, cultural violence theory, and racial trauma frameworks, the study explored the moral and civic dimensions of teaching amid legislative constraints, such as the Stop WOKE Act (House Bill 7, 2022) and the Parental Rights in Education Act (§1001.42, 2022) Don't Say Gay and book-banning legislation. The analysis also considered the broader ideological influence of national initiatives, such as Project 2025, and their implications for the erosion of the social contract between educators, the government, and the public. Using a statewide purposive sample, data were collected through an online survey (n = 75), nine semi-structured interviews, and one virtual focus group (n = 5) with K–12 educators, academic coaches, and administrators from diverse urban, rural, and suburban districts. Data were analyzed using a combination of a priori, open, and axial coding in NVivo to identify emergent patterns related to teacher efficacy, policy restriction, self-censorship, emotional strain, and adaptive resistance. Findings revealed that punitive legislative oversight and politically charged mandates intensified racial trauma, fear, and professional insecurity, leading to widespread self-censorship and a decline in culturally responsive instruction. Participants described the emotional toll of navigating ideological surveillance while maintaining their commitment to equity and civic responsibility as public servants. Despite these challenges, educators demonstrated resilience through trauma-informed collaboration, covert affirmation of student identity, and advocacy networks that positioned them as civic guardians of democratic education. The study recommends urgent policy reforms that restore teachers’ civil service status under Florida law, protect union representation rights, and ensure freedom of expression comparable to that of other public servants, i.e., law enforcement and first responders. Restoring these protections reinforces education as a public trust and a cornerstone of democratic society. Ultimately, this research highlights the importance of safeguarding teacher autonomy, collective efficacy, and social-emotional well-being, which should be incorporated within the educational institutional infrastructure, not just "self-care," as crucial to maintaining educational equity and civic stability in Florida and beyond. Keywords: advocacy, equity, teacher efficacy, culturally responsive teaching, critical race theory, Florida education policy, teacher autonomy, racial trauma, Project 2025, microaggressions, social contract, civic guardians, cultural violence, reclaiming classrooms, African Diaspora, Gullah Geechee Cultural Heritage Corridor, Modern Day Black Codes, BIPOC – Black, Indigenous, People of Color, invisible and emotional labor, social stability, teaching the Dirty Work, teacher moral distress.