Unpacking race: a phenomenological look at teachers' learning

Purpose This article is a part of a larger study which focused on the educational experiences that contributed to social studies teachers' racial lens, consciousness development and how this understanding may impact their curricular decisions. Since educators have received their education in a system focused on white normativity, they can struggle to even be aware of the racial lens they may subconsciously pass onto their students. This research is the first step of this work by focusing on how secondary social studies teachers' racial lenses could contribute to their curricular decision-making. There were nine participants in total from three regions within the United States. All nine engaged in three semi-structured phenomenological interviews; interview one is the focus of this article. During this interview, participants discussed their educational backgrounds and how they learned about race within their educations and upbringing. The conclusions of this interview included a need for educators to critically assess their racial optics, which have resulted partially from how they learned about race and racial conflict in their American history courses and partially from their upbringing and experiences. This will determine if they are also (unintentionally) perpetuating white social studies to the detriment of their student's learning. Design/methodology/approach This study employs a critical phenomenological design using semi-structured, three-part interviews with nine secondary US history teachers across three regions. This article focuses on the first interview, examining participants' educational experiences learning about race. Data were supplemented with reflective journals and a nationwide survey to support triangulation. Analysis involved memo-writing, a priori and emergent coding, and multiple coding cycles using NVivo. The approach prioritizes participants' lived experiences and meaning-making processes regarding racial consciousness development. Findings Findings indicate that participants' racial lenses were shaped primarily by three factors: formal education, professional development and personal experiences. Most reported limited and white-centered racial narratives in secondary education, with more diverse perspectives introduced in higher education. Professional development on race varied widely in presence and effectiveness. Persona exposure to racial diversity significantly influenced awareness and growth. Overall, participants demonstrated increased racial consciousness over time, though inconsistently, highlighting gaps in early educational experiences. Research limitations/implications The small, non-random sample limits generalizability, and the predominance of white participants may narrow perspectives. Reliance on retrospective self-reporting introduces potential recall bias. The study does not assess the direct impact of teachers' racial lenses on student outcomes. Future research should examine how teachers' perspectives translate into classroom practice and influence students' racial understanding. Expanding participant diversity and incorporating classroom observations or student data would strengthen validity. Practical implications Teacher preparation programs should incorporate structured opportunities for critical self-reflection on racial identity and prior learning. Beyond adding diverse content, programs must help educators interrogate how their racial lenses shape curricular decisions. Professional development should move from awareness to actionable strategies for implementation. Schools and districts should provide sustained, meaningful training on culturally responsive teaching and support teachers in translating theory into practice within their classrooms. Social implications The study highlights how white-centered historical narratives persist across generations through education, potentially reinforcing societal racial inequities. By shaping how students understand history and race, teachers play a critical role in either perpetuating or disrupting these patterns. Increasing educators' racial consciousness may contribute to more inclusive curricula and improved civic discourse. Ultimately, addressing these dynamics in education may support broader efforts toward racial equity and social cohesion. Originality/value This study contributes to the literature by applying a critical phenomenological lens to examine how secondary social studies teachers develop racial consciousness through their lived educational experiences. Unlike prior research focused primarily on pedagogy or outcomes, this study centers the formative processes shaping teachers' racial lenses across schooling, professional development and personal contexts. By triangulating interviews, journals and survey data, it offers nuanced insight into how “white social studies” may be reproduced or disrupted, providing an empirical foundation for rethinking teacher education and curricular decision-making.