We are proud to announce that David Houle, EdD, a 2025 graduate of the EdD Program in Educational and Professional Practice at Antioch University, has published his dissertation entitled: The Inward Gaze: White Faculty’s Self-Perceptions of Racial Identity, Privilege, and Its Impact on Pedagogy.
Houle’s research explores how White faculty in higher education develop racial consciousness and how these evolving self-perceptions shape their approaches to teaching for diversity, equity, and inclusion. Grounded in Mezirow’s Transformative Learning Theory and Rowe et al.’s White Racial Consciousness Model, the study uses Interpretative Phenomenological Analysis (IPA) to analyze participants’ experiences of racial identity, disorienting dilemmas, critical self-reflection, and pedagogical transformation.
The dissertation reveals pivotal moments of self-awareness and change, showing how White educators challenge internalized biases and reimagine their classroom practices. These transformations include centering marginalized voices in course content and redesigning classroom dynamics to better respond to systemic inequities. Dr. Houle’s findings underscore the critical role of reflective professional development in promoting racial equity in academic settings.
By contributing to the ongoing discourse on antiracism in education, this research offers practical strategies for institutions aiming to support inclusive teaching and learning communities. It also affirms that the journey toward deeper White racial consciousness is essential to creating just and equitable educational environments.
Houle brings over a decade of experience as a higher education and intercultural learning professional. As a faculty member and Intercultural Learning & Development Specialist, he has designed and implemented DEI-focused professional development programs, inclusive curricula, and instructional strategies that support diverse student populations. His work demonstrates a strong commitment to collaboration, equity-minded education, and transformative learning experiences.
