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White teacher, African American clas...

Ratesic-Koetke, Mara D.

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White teacher, African American classroom: An examination of White racial identity and teacher practice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	White teacher, African American classroom: An examination of White racial identity and teacher practice./
作者:	Ratesic-Koetke, Mara D.
面頁冊數:	241 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0077.
Contained By:	Dissertation Abstracts International66-01A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3160622
ISBN:	0496939793

White teacher, African American classroom: An examination of White racial identity and teacher practice.
Ratesic-Koetke, Mara D.

White teacher, African American classroom: An examination of White racial identity and teacher practice. - 241 p.

Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0077.

Thesis (Ed.D.)--Columbia University Teachers College, 2005.

In our nation's public schools, White teachers from various communities are often called to teach non-white students in urban schools. However, in preparing these White teachers to teach non-white students, very little consideration is given to their understanding of race and racial identities, including their own White racial identity and the racial identities of their non-white students.

ISBN: 0496939793Subjects--Topical Terms:

1017673
Black Studies.

White teacher, African American classroom: An examination of White racial identity and teacher practice.
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245 1 0 $a White teacher, African American classroom: An examination of White racial identity and teacher practice.
300 $a 241 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0077.
500 $a Sponsor: A. Lin Goodwin.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2005.
520 $a In our nation's public schools, White teachers from various communities are often called to teach non-white students in urban schools. However, in preparing these White teachers to teach non-white students, very little consideration is given to their understanding of race and racial identities, including their own White racial identity and the racial identities of their non-white students.
520 $a The purpose of this study is to examine the racial identity of one White teacher and how her racial identity is reflected in her teaching of African American students through observable teaching practices, teacher beliefs surrounding race, and her expectations for and perceptions of her African American students. This study assumes that furthering our understanding of the influence of White racial identity on teacher practice will aid in the preparation of White teachers teaching non-white students.
520 $a The theoretical framework of this research relies on Helms' theory of White racial identity, including its six statuses of development: Contact, Disintegration, Reintegration, Pseudo-Independent, Immersion/Emersion and Autonomy. These statuses of development were used to describe how the participant's classroom practices are influenced by her White racial identity.
520 $a The methodology of this study utilized a case study design. Data collection methods included classroom observation and participant interviews. Furthermore, a standard measure of White racial identity, the WRIAS, was included to compare the researcher's analysis of the participant's White racial identity to a scaled measure of identity. Finally, a second coder, who is African American, was included in the analysis of data to offer a differing perspective on race.
520 $a The findings are presented through a classroom portrait that uses the six statuses of White racial identity theory to discuss the participant's observed classroom practices, her beliefs surrounding race, and her expectations for and perceptions of her African American students.
520 $a The findings of this study demonstrate the influence White racial identity has on teacher practice, teacher beliefs regarding race and education, curriculum considerations, and teacher perceptions of students' abilities. The findings also address the importance of considering White racial identity development in preparing White teachers to teach non-white students and various implications for professional development and future research in this area.
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