Graduate Studies, UNL

 

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

Accessibility Remediation

If you are unable to use this item in its current form due to accessibility barriers, you may request remediation through our remediation request form.

First Advisor

Stephanie Wessels

Degree Name

Doctor of Education (Ed.D.)

Committee Members

Elaine Chan, Jenelle Reeves, Suzanne Kemp, Theresa Catalano

Department

Teaching, Curriculum, and Learning

Date of this Version

6-10-2026

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree Doctor of Philosophy

Major: Teaching, Curriculum, and Learning

Under the supervision of Professor Stephanie Wessels

Lincoln, Nebraska, May 2026

Comments

Copyright 2026, Lisa L. Waechter-Cass. Used by permission

Abstract

This qualitative study employed collaborative narrative inquiry, informed by autoethnographic reflection, to examine how sustained intercultural engagement through Rotary Youth Exchange (RYE) shaped my evolving educator identity, self-efficacy, and enactment of globally responsive teaching within a rural elementary classroom. Guided by McAdams’ Narrative Identity Theory and supported by Bandura’s Self-Efficacy Theory, the study explored how long-term intercultural relationships and reflective dialogue influenced my understanding of teaching, learning, belonging, and global citizenship.

Data sources included reflexive journals, semi-structured interviews with former Rotary Youth Exchange students with whom I developed enduring family relationships through hosting experiences, and personal and educational artifacts collected across multiple years of intercultural engagement. Analysis focused on how shared experiences were interpreted over time and how those experiences contributed to identity development, professional growth, and pedagogical practice.

Findings revealed that sustained intercultural engagement strengthened cultural competence, empathy, educator self-efficacy, and commitment to globally responsive teaching. Intercultural experiences served as important narrative turning points that reshaped my understanding of belonging, responsibility, and global citizenship and influenced how I understand my role as an educator. The findings further demonstrated that sustained reflection on intercultural relationships supported professional renewal and resilience amid the emotional, relational, and sociopolitical realities of contemporary rural education.

This study suggests that educator identity is continually shaped through experience, reflection, and relationships. By intentionally engaging in intercultural dialogue and reflective practice, educators may deepen cultural understanding, strengthen professional purpose, and sustain meaningful commitments to teaching. Implications highlight the value of intercultural relationships and reflective practice as resources for educator identity development, professional renewal, and globally responsive educational practice.

Download

Share

COinS