Date of Conferral

4-10-2026

Degree

Ph.D.

School

Nursing

Advisor

Deborah Lewis

Abstract

Racism remains a persistent issue in nursing, prompting calls to create more inclusive educational environments and confront racial disparities. Guided by an intersectionality and critical realism framework, this generic qualitative study examined how Black nursing educators perceive antiracist pedagogy, how they implement it, and what they believe is needed to strengthen its adoption in nursing education. Twelve Black undergraduate nursing educators participated in in‑depth, one‑on‑one interviews. Thematic analysis generated four themes: (a) implementing antiracist pedagogy in the classroom; (b) challenges and resistance within school environments; (c) racial marginalization norms in nursing education, and (d) advocacy and vision for institutional reform and equity. Together, these themes illustrate how intersecting identities and structural mechanisms shape educators’ experiences and influence their ability to enact antiracist practices. Findings highlight opportunities for nursing education to better address systemic inequities by recognizing the realities faced by Black nurse educators and supporting their antiracist efforts. The results carry implications for social change by offering guidance for transforming curricula, strengthening institutional policies, and promoting equity and inclusivity. Future research should extend these findings by using diverse samples and longitudinal and mixed-methods designs to examine how institutional leadership, policy, and key barriers influence the implementation and sustainability of antiracist pedagogy. Attending to the insights and concerns of Black nursing educators may help institutions create more just learning environments and better prepare future nurses to deliver equitable care.

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