Publication Date

5-2025

Date of Final Oral Examination (Defense)

2-10-2025

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Curriculum and Instruction

Department

Early and Special Education

Supervisory Committee Chair

Jennifer Snow, Ph.D.

Supervisory Committee Member

Deb Carter, Ph.D.

Supervisory Committee Member

Juli Pool, Ph.D.

Abstract

This dissertation study seeks to understand the stories ECE educators tell themselves about themselves and what impacts these stories. It also seeks to make visible the role that metaphor plays in ECE educators' understanding of their shifting identities. Research questions explored in this study were:

  1. What influences the stories ECE educators tell themselves about themselves?
  2. What influences shifts in ECE educator identity?
  3. What symbols and metaphors do ECE educators use to make sense of their identities?

Using a phenomenological case study method, four ECE educators participating in a state university emerging leaders program were surveyed, interviewed individually, and interviewed in a focus group to collect data on how they talk about and make sense of their identities. A transformative feminist lens was employed in data analysis, with vignettes being written and shared back with the participants as part of the data collection and analysis process. Three primary findings were identified:

  1. Misalignment between participant and society's image of young children
  2. Differences between participant and society's image of ECE educators
  3. Care pedagogy is a stance ECE educators lean into, while it is devalued by society

      4. Sherman and Teemant’s (2021) agentive triangle was used as the framework to make sense of the data. It helped make visible what and who impacts the stories ECE educators tell themselves about themselves and why these stories matter. Policy and research implications are discussed.

DOI

https://doi.org/10.18122/td.2320.boisestate

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