Dr. Peggy Hickman, Associate Professor of Education, recently published a manuscript, “Understanding complex ecologies to disentangle White identity: It’s a journey, not a destination,” (with co-author Barbara Dray, Ph.D.), in Curriculum and Teaching, Vol. 26, No. 2.

The paper “reveal[s] findings from two qualitative studies with White, female practitioners in the field of multicultural/special education that examined (a) how White women’s social, cultural, and professional identities and experiences influence their praxis with diverse families and students; and (b) promising practices in professional preparation which support White women in disentangling their own identities so that they can understand how complex ecologies of students and families intersect in educational contexts.