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Faculty: Erin Feinauer Whiting

2546

Erin Feinauer Whiting

Title

Associate Professor

Department:

TEd

Contact Information

Office: 205-F MCKB

Phone: 801-422-8550

Email: nope@erin_whiting@byu.edumsn.com

Brief Biography

Erin Feinauer Whiting is an Associate Professor of Multicultural Education at Brigham Young University. Her scholarship has examined many aspects of belonging, community, inequality, and culture. Her research focuses on understanding and alleviating social inequality including a focus on school community and organization for the inclusion of all students. She is also engaged in research examining how preservice teacher candidates prepare for teaching through a critical multicultural education that is intended to unpack social privilege and cultural difference.

Teaching Interests

Multicultural Education for secondary education majors, Sociology of Education, Classrooms as Culture Systems, Foundations in Teacher Education, Equity, Power and Privilege in Education, Sociology of knowledge

Research Interests

Social inequalities, social positionality, student belonging, equity and access in education, school climate & organization, critical multicultural teacher preparation, social and educational theory, social systems of emotions and food in schools.

Selected Publications

'€œEstamos aquí pero no soy de aquí'€: American-Mexican youth, belonging, and schooling in rural, Central Mexico

  • Authors:
  • Publication Date: 2020

Teacher Candidates'€™ Responses to Examining Personal Privilege: Nuanced understandings of the discourse of individualism in critical multicultural education.

  • Authors:
  • Publication Date: 2019
  • Publication Type: Journal Article, Academic Journal
  • Publisher: Frontiers
  • Volume: 4
  • Issue: 111
  • Abstract: click to view

Measuring the multicultural dispositions of preservice teachers

  • Authors:
  • Publication Date: 2018

The Simple School Belonging Scale: Working towards a unidimensional measure of student belonging

  • Authors:
  • Publication Date: 2018
  • Publication Type: Journal Article, Academic Journal
  • Publisher: Taylor & Francis
  • Volume: 51
  • Issue: 3
  • Abstract: click to view

Using self-study of teacher education practice methodology to navigate e-learning course development

  • Authors:
  • Publication Date: 2018

Opening Spaces for Teacher Educator Knowledge in a Faculty Development Program on Blended Learning Course Development

  • Authors:
  • Publication Date: 2018
  • Publication Type: Journal Article, Academic Journal
  • Publisher: Taylor & Francis
  • City: Milton Park, Didcot, United Kingdom, Abingdon
  • Country: United Kingdom
  • Volume: 14
  • Issue: 2
  • Abstract: click to view

Naming a Personal Unearned Privilege: What pre-service teachers say after a critical multicultural education course

  • Authors:
  • Publication Date: 2015
  • Publication Type: Journal Article, Academic Journal
  • Volume: 17
  • Issue: 8

The Emotional Work of Discomfort and Vulnerability in Multicultural Teacher Education

  • Authors:
  • Publication Date: 2015
  • Publication Type: Journal Article, Academic Journal
  • Publisher: Taylor and Francis
  • Volume: 21
  • Issue: 8

Science Self-Efficacy and School Transitions: Elementary School to Middle School and Middle School to High School

  • Authors:
  • Publication Date: 2015
  • Publication Type: Journal Article, Academic Journal
  • Publisher: Wiley
  • Volume: 115
  • Issue: 7

Learning from experiences of non-personhood: A self- study of teacher education identities

  • Authors:
  • Publication Date: 2015
  • Publication Type: Journal Article, Academic Journal
  • Publisher: Taylor & Francis Group
  • City: Abingdon
  • Country: UK
  • Volume: 11
  • Issue: 1
  • Abstract: click to view

Exploring teacher educator identity through experiences of non-personhood

  • Authors:
  • Publication Date: 2014
  • Publication Type: Conference Proceedings
  • Country: New Zealand

Triad relationships and member satisfaction with paired placement of student teachers

  • Authors:
  • Publication Date: 2014

Taking a closer look at Latino Parents at one Spanish-English two-way immersion charter school

  • Authors:
  • Publication Date: 2012
  • Publication Type: Journal Article, Academic Journal
  • Publisher: Routledge
  • Volume: 35
  • Issue: 5
  • Abstract: click to view

Reasons for Enrollment in a Spanish-English two-way immersion charter school

  • Authors:
  • Publication Date: 2011

Food Provisioning Strategies, Food Insecurity and Stress In an Economically Vulnerable Community: The Northern Cheyenne Case

  • Authors:
  • Publication Date: 2010

Opening Spaces for Teacher Educator Knowledge in a Faculty Development Program on Blended Learning Course Development

  • Authors:
  • Publication Type: Journal Article, Academic Journal

Smile!: emotion management and performance as a strategy for belonging in junior high school

  • Authors:
  • Publication Type: Journal Article, Academic Journal
  • Abstract: click to view

Kindergarteners perceptions of inclusion and belonging in a Two-Way Immersion classroom

  • Authors:
  • Publication Type: Journal Article, Academic Journal