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A comparative study of teacher perce...

Scott, Bradley.

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A comparative study of teacher perceptions of race and race relations in two selected school districts.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparative study of teacher perceptions of race and race relations in two selected school districts./
作者:	Scott, Bradley.
面頁冊數:	334 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-03, Section: A, page: 0870.
Contained By:	Dissertation Abstracts International62-03A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3008438
ISBN:	0493181784

A comparative study of teacher perceptions of race and race relations in two selected school districts.
Scott, Bradley.

A comparative study of teacher perceptions of race and race relations in two selected school districts. - 334 p.

Source: Dissertation Abstracts International, Volume: 62-03, Section: A, page: 0870.

Thesis (Ph.D.)--The University of Texas at Austin, 2001.

This investigation examined three questions: (1) What perceptions do teachers of different races hold about race and race relations in public schools? (2) How do teacher perceptions about race and race relations compare given the race, gender, and age of the teacher? (3) What difference, if any, exists regarding teacher perceptions of race and race relations given the equity context created by the district? It was found that perceptions do vary by race with white teachers holding more positive views of race and race relations than minority teachers. The perceptions of white female teachers and teachers who were 31 years of age and older vary significantly in comparison to the other groups studied. It was also possible to understand how their perceptions became the basis for their views about each other, their supervisors, other administrators, the district leadership, parents, and the students they taught. Finally, although not yet clearly understood, the equity context created within each district had some yet undefined relation to the way teachers formulated and sustained their perceptions about race and race relations and framed beliefs about how people should be treated.

ISBN: 0493181784Subjects--Topical Terms:

626645
Education, Administration.

A comparative study of teacher perceptions of race and race relations in two selected school districts.
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245 1 2 $a A comparative study of teacher perceptions of race and race relations in two selected school districts.
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500 $a Source: Dissertation Abstracts International, Volume: 62-03, Section: A, page: 0870.
500 $a Supervisor: Lonnie H. Wagstaff.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 2001.
520 $a This investigation examined three questions: (1) What perceptions do teachers of different races hold about race and race relations in public schools? (2) How do teacher perceptions about race and race relations compare given the race, gender, and age of the teacher? (3) What difference, if any, exists regarding teacher perceptions of race and race relations given the equity context created by the district? It was found that perceptions do vary by race with white teachers holding more positive views of race and race relations than minority teachers. The perceptions of white female teachers and teachers who were 31 years of age and older vary significantly in comparison to the other groups studied. It was also possible to understand how their perceptions became the basis for their views about each other, their supervisors, other administrators, the district leadership, parents, and the students they taught. Finally, although not yet clearly understood, the equity context created within each district had some yet undefined relation to the way teachers formulated and sustained their perceptions about race and race relations and framed beliefs about how people should be treated.
520 $a There were significant differences in teacher responses in the district with a higher equity context when compared to teachers in the lower equity context district. Teachers in the higher equity context district expressed more positive views about race and race relations that were more broadly defined, more complex, and more tolerant of diversity than teachers in the lower equity context district. Additionally, teachers in high equity context districts could see more clearly than teachers in lower equity context districts how personal and systemic forms of discrimination, racism, sexism, and classism impacted their performance, the performance of other adults, and their students. However the equity context works, it appears to be worth district and campus level administrators doing all that they can to create and maintain it. The researcher provides a discussion of equity context, context marking, racial awareness, and cross-cultural understanding as indices for determining maturity in teacher perceptions about race and race relations.
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