White female teachers comprise a significant majority of the public school teaching force in the United States. At the same time, Black males are one of the lowest achieving demographics of students. They are placed in special education, suspended, expelled, and drop out of high school in higher numbers than their White and Latino counterparts. Research suggests that cross-cultural relationships in the classroom present special challenges and opportunities. This qualitative, phenomenological study investigated one of the most common classroom scenarios: White female teachers and Black male students. Three White female elementary school teachers’ descriptions concerning their interactions with their Black male students were elicited through semi- structured interviews. Their responses were analyzed using Whiteness Theory, White Racial Identity Theory, along with the Teacher–Child Relationship Model. The purpose of this study was to examine how White, female, elementary teachers make meaning of their relationships with Black male students. Findings from this study suggested that: (1) background factors, (2) interactions with people of color, (3) awareness of Whiteness, and (4) development of White racial identity influence teachers’ attitudes about their Black male students. The research findings led to ideas that could inform the development of a racial awareness curriculum to help improve teacher effectiveness, multicultural competency, reflection, and self-confidence, so all students can thrive educationally, socially, and emotionally.
|Advisor:||Ortiz, Anna M.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 72/05, Dissertation Abstracts International|
|Subjects:||African American Studies, Black studies, Pedagogy, Teacher education|
|Keywords:||Black students, Boys, White teachers, Women educators|
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