Title

Associate Professor

Contact Information

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Office: 206L MCKB
Department:
TEd, TEd Graduate

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, Intercultural Competencies for Teachers

Research Interests

Social inequality, school socialization and organization, equity and access in education, multicultural and intercultural teacher preparation, school community and school belonging, social and educational theory

Selected Publications

Measuring the multicultural dispositions of preservice teachers (2016)

Authors: Jensen, Bryant Troy; Whiting, Erin Feinauer; Chapman, Sara

Publication Type: Journal Article, Academic Journal

Publisher: Sage

Page Numbers: 16 pages

URL: http://jpa.sagepub.com/content/early/2016/08/09/0734282916662426.abstract

Abstract: click to view

Claims abound in the research literature regarding multicultural teacher dispositions, including how to foster them in teacher preparation programs. However, measures of multicultural dispositions of teachers that (a) capture the range of conceptually rich constructs and (b) demonstrate strong psychometric properties are not represented in the literature. In this article, we discuss the iterative development and psychometric properties of the Multicultural Teacher Dispositions Scale (MTDS), a survey of 15 items designed to assess three dispositions/factors: Meekness, Social Awareness, and Advocacy. We analyze responses from 372 preservice teachers in three samples and analytic phases, and discuss factor and item analytic results from the final phase. Results demonstrate strong support for Meekness, though moderate support for Social Awareness and Advocacy. We discuss limitations, implications for measure refinement, and eventual use for research and practice improvement.

Naming a Personal Unearned Privilege: What pre-service teachers say after a critical multicultural education course (2015)

Authors: Whiting, Erin Feinauer; Cutri, Ramona Maile

Publication Type: Journal Article, Academic Journal

Volume: 17

Issue: 8

Page Numbers: 1-8

Editors: Patricia Marshall, Özlem Sensoy

The Emotional Work of Discomfort and Vulnerability in Multicultural Teacher Education (2015)

Authors: Cutri, Ramona Maile; Whiting, Erin Feinauer

Publication Type: Journal Article, Academic Journal

Publisher: Taylor and Francis

Volume: 21

Issue: 8

Page Numbers: 1010-1025

Editors: Christopher Day

Science Self-Efficacy and School Transitions: Elementary School to Middle School and Middle School to High School (2015)

Authors: Lofgren, Brandi; Smith, Leigh K; Whiting, Erin Feinauer

Publication Type: Journal Article, Academic Journal

Publisher: Wiley

Volume: 115

Issue: 7

Page Numbers: 366-376

Learning from experiences of non-personhood: A self- study of teacher education identities (2015)

Authors: Rice, Mary; Newberry, Melissa Ann; Whiting, Erin Feinauer; Cutri, Ramona; Pinnegar, Stefinee E

Publication Type: Journal Article, Academic Journal

Publisher: Taylor & Francis Group

City: Abingdon

Country: UK

Volume: 11

Issue: 1

Page Numbers: 16-31

Editors: Tom Russell

Abstract: click to view

This study examined how our non-personhood experiences (NPHEs) contributed to our teacher educator identity process. We took up exploration of these experiences, which were very painful for us, not as entrée into victimhood, but because we wanted to learn something about how, in the face of such experiences, we could engage with these troubling interactions in order to renew our commitment to our work as teacher educators in the academe. During the analysis process, we considered our stories along four overlapping dimensions (1) our Selves in our own story, 2) others in the story, 3) colleagues not in the story, and 4) non-colleagues and others not in the story. A framework for looking at our NPHEs resulted that allows teacher educators to attend to students’ needs while simultaneously reasserting their own teacher educator identities in more honest and vulnerable ways. Analyzing NPHEs has the potential to help teacher educators engage and invite students to recognize teacher educators’ personhood and therefore better position them to recognize the personhood of their future students.

Exploring teacher educator identity through experiences of non-personhood (2014)

Authors: Rice, Mary; Newberry, Melissa Ann; Whiting, Erin Feinauer; Cutri, Ramona Maile; Pinnegar, Stefinee E

Publication Type: Conference Proceedings

Country: New Zealand

Page Numbers: 183-185

Triad relationships and member satisfaction with paired placement of student teachers (2014)

Authors: Wilkinson, Carol; Pennington, Todd Robert; Whiting, Erin Feinauer; Newberry, Melissa Ann; Feinauer, Erika; Losser, Janet L; Haslem, Liz; Hall, Amber

Publication Type: Journal Article, Academic Journal

Publisher: Edith Cowan University

City: Perth, Australia

Country: Australia

Volume: 39

Issue: 8

Page Numbers: 162-184

URL: ro.ecu.edu.au/ajte/vol39/iss8/10

Editors: Susan Main

Taking a closer look at Latino Parents at one Spanish-English two-way immersion charter school (2012)

Authors: Whiting, Erin Feinauer; Feinauer, Erika; VanDerwerken, Douglas

Publication Type: Journal Article, Academic Journal

Publisher: Routledge

Volume: 35

Issue: 5

Page Numbers: 497-510

Editors: John Edwards

Abstract: click to view

Scholars who work with Latino/as in the USA have long been calling for a more nuanced understanding of the heterogeneity of the US-based Latino population. Two-way Immersion (TWI) bilingual education programmes are an interesting context in which to examine the Latino parent communities in the USA. Overall, the language enrichment nature of TWI programmes attracts diverse parents from across many different demographic groups, and for a variety of reasons. This study uses an innovative application of cluster analysis to examine the parent population at one TWI Spanish–English elementary school. Survey questions asked were: parents’ income, educational achievement, ethnicity, language spoken at home, religious affiliation, country of origin and residential distance from the school. Our analyses reveal that parents in our sample can be classified into four distinct groups based on the combinations of included characteristics. Our analyses show the emergence of three Latino parent clusters and one Caucasian parent cluster. These analyses show how accounting for the different social dimensions of these parents’ lives simultaneously can provide a more nuanced understanding of the Latino parents at this school.

Reasons for Enrollment in a Spanish-English two-way immersion charter school (2011)

Authors: Whiting, Erin Feinauer; Feinauer, Erika

Publication Type: Journal Article, Academic Journal

Publisher: Taylor and Francis

Volume: 14

Issue: 6

Page Numbers: 631-651

URL: www.tandf.co.uk/journals/journal.asp?issn=1367-0050&linktype=1

Editors: Colin Baker

Abstract: click to view

This research article examines parent motivations for enrolling their children at the Dual Immersion Academy, a charter school in Salt Lake City that is implementing a school-wide Spanish-English two-way immersion program. Parent motives were assessed in a parent survey sent home to parents in the fall of 2007, 2008 and 2009 (N= approx 200 parents). Surveys revealed parent motivations to include bilingualism and biliteracy, heritage language maintenance, heritage culture maintenance, and convenience (the fact that it is a neighborhood school). Critical findings point to how these motives varied by demographic characteristics of the parents, including ethnicity, socio-economic status and distance of home from the school. These trends reveal the heterogeneous parent community at DIA and shed light on parent expectations and conceptualizations of the school, with implications for parental involvement strategies.

Food Provisioning Strategies, Food Insecurity and Stress In an Economically Vulnerable Community: The Northern Cheyenne Case (2010)

Authors: Whiting, Erin Feinauer; Ward, Carol J

Publication Type: Journal Article, Academic Journal

Publisher: Springer

City: New York

Country: USA

Volume: online first

URL: www.springerlink.com/content/eg1745w81rhp60w2/

Editors: J. Harvey

Abstract: click to view

Living in poverty is associated with high levels of protracted stress associated with health problems. Economic and food insecurity are particularly poignant aspects of poverty and condition the work of securing basic daily needs of families. Recent studies suggest that levels of stress increase as family food needs rise. This paper presents new findings which clarify the relationship of food provisioning to stress levels, by examining actual food provisioning strategies and food insecurity among the Northern Cheyenne Indians of southeastern Montana. Results clearly show that stress varies by types of food acquisition strategies. Contrary to our expectations, more complex strategies, including relatively unpredictable and cumbersome food provisioning activities, are not linked to higher stress levels in our analysis. Controlling for food security levels, households using a combination of local programs and informal subsistence sources are the least stressed, despite the demands of managing a large number of food sources. Households primarily using Food Stamps are the most likely to experience high levels of stress. Interviews with food stamp recipients show that potential sources of stress include inadequate allocations of food stamps, difficulty achieving and maintaining eligibility, challenges to complying with paperwork and appointment requirements, as well as personal obstacles and community barriers to making the food stamps last. Analyses indicate that contradictions between local cultural norms for food provisioning and the realities of food insecurity in this context promote strategies emphasizing greater independence of federal food programs.