Palmer, Emily Lilja2013-08-292013-08-292013-05https://hdl.handle.net/11299/156010University of Minnesota Ph.D. dissertation. May 2013. Major: Educational Policy and Administration. Advisor: Professor Karen R. Seashore. 1 computer file (PDF); vi, 327 pages, appendices A-F.This study is a doctoral dissertation that proposes new theory about teachers overcoming fear in the process of change, and finds significant changes happening in classrooms as a result of overcoming the fear of talking about race. The study context is professional development for teachers and administrators who are talking about race and learning about institutional racism as a strategy to address racial achievement gaps. The three primary findings of this study are: the extent to which the fear of being considered racist is a barrier for White teachers and administrators, preventing them from engaging in the work at a deep level; the manner in which some principals successfully mediated this fear and helped their teachers overcome it; and the meaningful changes in curriculum, instruction and practice that happened in classrooms as a result of this professional development work.en-USAchievement gapsChange theoryCourageous conversationsInstructional leadershipPrincipal leadershipProfessional developmentThesis or Dissertation