This qualitative study used a phenomenological approach to determine the mentoring process Black mentors used when mentoring White beginning teachers. Five mentors and their six mentees were surveyed and interviewed to find how cross-race mentoring processes in an urban school district in the Commonwealth of Virginia work. Seven themes emerged from the study: (a) perceptions of the mentoring process; (b) perceptions of classroom management; (c) perceptions of school quality; (d) perceptions of urban teaching; (e) perceptions of White advantage; and (f) presence of White privilege.
|Commitee:||Currie, Darlene, Dozier, Terry, Newcomb-Sherman, Whitney|
|School:||Virginia Commonwealth University|
|School Location:||United States -- Virginia|
|Source:||DAI-A 74/09(E), Dissertation Abstracts International|
|Keywords:||Black mentors, Cross-race mentoring, Mentoring, White mentees|
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