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1305088
Erin Feinauer Whiting

Erin Feinauer Whiting

Title

Professor

Department

TEd

Contact Information

Office: 201U MCKB

Phone: 801-422-8550

Email: erin_whiting@byu.edu

Erin Feinauer Whiting is a Professor of Teacher Education at Brigham Young University. Her research focuses on understanding and alleviating social inequality including a focus on school community and organization for the inclusion of all students. She has examined many aspects of belonging, community, inequality, and culture and 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.

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

social inequalities, social positionality & power, student belonging & inclusion, equity & access in education, school climate & organization, critical multicultural teacher preparation, social & educational theory, feminist theory, social systems of emotions, emotional geographies & economies, food and foodways in schools

  • Benjamin Cluff Jr. Excellence in Educational Research Award — 2023
    • Sponsor: David O. McKay School of Education

Embodied place in disembodied space: The emotional geography of online classrooms.

Volume: 50

Journal: Emotion, Space, and Society

Date: 2023

Becoming Equitable Educators: Practicality in Measuring Teacher Dispositions

URL: https://journals.sagepub.com/doi/full/10.1177/00224871231183090

Publisher: Sage

Volume: 74

Issue: 4

URL: https://journals.sagepub.com/doi/full/10.1177/00224871231183090

Pages: 299-314

Journal: Journal of Teacher Education

Date: 2023

Abstract

Loving Lunch in Junior High: Lunchtime Activities and a Sense of Belonging in School Community

Volume: 50

Issue: 7

Journal: Journal of Community Psychology

Date: 2022

Abstract

Tensions between equity and elitism for local scholarship students in an international school

Journal: Globalisation, Societies and Education (CGSE)

Date: 2022

Abstract

Using narrative cycles to advance teacher educators’ emotional work and practice in an era of affective polarization

Volume: 19

Issue: 3

Journal: Studying Teacher Education

Date: 2022

Abstract

‘Be Yourself, but Don’t Be Weird’: Conformity, Performance, and Contradictions in Early Adolescent Students’ Advice for Belonging at School

Journal: Journal of Youth Studies

Date: 2022

Abstract

Why do we have to go away? The lived experiences of three MotherScholars imagining possibilities in the time of COVID-19.

URL: https://www.tandfonline.com/action/journalInformation?show=editorialBoard&journalCode=hpje20

Publisher: Taylor and Francis

Editors: Claire Smrekar, Editor

City: Vanderbilt, TN

Country: United States

Volume: 97

Issue: 2

URL: https://www.tandfonline.com/action/journalInformation?show=editorialBoard&journalCode=hpje20

Pages: 148-164

Journal: Peabody Journal of Education

Date: 2021

Abstract

Student perceptions of culture and social inequality: Critical multicultural education outcomes in one multicultural study abroad experience in New Zealand

Volume: 46

Issue: 5

Journal: Australian Journal of Teacher Education

Date: 2021

Abstract

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

Journal: International Journal of Inclusive Education

Date: 2021

Abstract

‘Smile!': Emotional performance as a strategy for belonging in junior high school

Publisher: Sage

Volume: 36

Issue: 2

Pages: 183-216

Journal: Journal of Adolescent Research

Date: 2020

Abstract

Faculty readiness for online crisis teaching: Transitioning to online teaching during the COVID-19 pandemic

Volume: 43

Issue: 4

Pages: 523-541

Journal: European Journal of Teacher Education

Date: 2020

Abstract

'Will it build me or break me?’: Student investment and agency in the emotional process of learning

Volume: 17

Issue: 1

Pages: 82-99

Journal: Studying Teacher Education

Date: 2020

Abstract

I Think I’m the Bridge”: Exploring Mentored Undergraduate Research Experiences in Critical Multicultural Education

Volume: 23

Issue: 1

Pages: 22-46

Journal: International Journal of Multicultural Education

Date: 2020

Abstract

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

URL: https://www.frontiersin.org/articles/10.3389/feduc.2019.00111/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Education&id=458959

Publisher: Frontiers

Volume: 4

Issue: 111

URL: https://www.frontiersin.org/articles/10.3389/feduc.2019.00111/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Education&id=458959

Journal: Frontiers in Teacher Education

Date: 2019

Abstract

“Estamos aquí pero no soy de aquí”: American-Mexican youth, belonging, and schooling in rural, Central Mexico

URL: https://anthrosource.onlinelibrary.wiley.com/doi/full/10.1111/aeq.12333

Publisher: AnthroSource

Volume: 51

Issue: 2

URL: https://anthrosource.onlinelibrary.wiley.com/doi/full/10.1111/aeq.12333

Pages: 123-145

Journal: Anthropology & Education Quarterly

Date: 2019

Abstract

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

Publisher: Taylor & Francis

Volume: 51

Issue: 3

Pages: 163-178

Journal: Measurement and Evaluation in Counseling and Development

Date: 2016

Abstract

Measuring the multicultural dispositions of preservice teachers

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

Publisher: Sage

Volume: 36

Issue: 2

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

Pages: 120-135

Journal: Journal of Psychoeducational Assessment

Date: 2016

Abstract

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

Publisher: Wiley

Volume: 115

Issue: 7

Pages: 366-376

Journal: School Science and Mathmatics

Date: 2015

Activating emotional and analytic engagement in blended learning: A multicultural teacher education example.

URL: www.bankstreet.edu/occasional-paper-series/

Publisher: Bank Street College

Editors: In H. Freidus, M. Welsh Kruger, S. Goss (Eds.),

City: New York

Volume: 34

URL: www.bankstreet.edu/occasional-paper-series/

Journal: Constructivists Online: Reimagining Progressive Practice, Banks Street College of Education Occasional Paper Series.

Date: 2014

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

Publisher: Taylor & Francis Group

Editors: Tom Russell

City: Abingdon

Country: UK

Volume: 11

Issue: 1

Pages: 16-31

Journal: Studying Teacher Education

Date: 2014

Abstract

Exploring teacher educator identity through experiences of non-personhood

Country: New Zealand

Pages: 183-185

Journal: Proceedings from the Tenth International Conference on Self-Study Teacher Education Practices [Herstmonceux Castle]

Date: 2014

The Emotional Work of Discomfort and Vulnerability in Multicultural Teacher Education

Publisher: Taylor and Francis

Editors: Christopher Day

Volume: 21

Issue: 8

Pages: 1010-1025

Journal: Teachers and Teaching: Theory and Practice

Date: 2014

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

Editors: Patricia Marshall, zlem Sensoy

Volume: 17

Issue: 8

Pages: 1-8

Journal: Multicultural Perspectives

Date: 2014

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

Publisher: Routledge

Editors: John Edwards

Volume: 35

Issue: 5

Pages: 497-510

Journal: Journal of Multilingual and Multicultural Education

Date: 2012

Abstract

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

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

Publisher: Taylor and Francis

Editors: Colin Baker

Volume: 14

Issue: 6

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

Pages: 631-651

Journal: International Journal of Bilingual Education and Bilingualism

Date: 2011

Abstract

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

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

Publisher: Springer

Editors: J. Harvey

City: New York

Country: USA

Volume: online first

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

Journal: Agriculture and Human Values

Date: 2009

Abstract

The emotional transactions of physical place and online space: Permeability, and embodiment in critical multicultural education online

Journal: Emotion, Space, and Society

Affective Economies within Emotional Geographies: Mapping Feeling Currency and Emotion Transactions in Online University Classrooms

Journal: Journal of Higher Education

Student articulations of belonging and school membership at one diverse international Two-Way Immersion language school.

Journal: Community and Applied Psychology