Successful White Mathematics Teachers of African American Students

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Autor/in	Bidwell, Carla R.
Titel	Successful White Mathematics Teachers of African American Students
Quelle	(2010), (231 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Georgia State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1245-3424-4
Schlagwörter	Hochschulschrift; Dissertation; African American Students; African American Children; Race; Critical Theory; Culturally Relevant Education; Racial Composition; Interviews; Mathematics Teachers; Professional Development; Whites; Racial Differences; Teacher Student Relationship; Case Studies; Teacher Motivation; Social Theories; Racial Factors; Racial Relations; Teacher Education; Multicultural Education; Social Justice + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Child; Children; Kind; Kinder; Rasse; Abstammung; Kritische Theorie; Interviewing; Interviewtechnik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; White; Weißer; Rassenunterschied; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Gesellschaftstheorie; Lehrerausbildung; Lehrerbildung; Multikulturelle Erziehung; Soziale Gerechtigkeit
Abstract	In the United States, a growing disparity exists between the racial composition of teachers and the students they teach. In 2006, 43.1% of K-12 public school students were reported as non-White--in 1990, 32.4% (U.S. Department of Education, 2008). Teachers, however, are predominantly White, 83.3% (U.S. Department of Education, 2007a). Exacerbating this disparity, it has been noted that fewer African Americans are choosing education as a profession (see, e.g., Irvine, 1989; Ladson-Billings, 1994). This growing disparity motivates a crucial question: Can White teachers be successful with "other people's children" (Delpit, 1995)? This study explores this question by examining the life histories of four White mathematics teachers who have experienced success with other people's children, specifically, with African American children. The purpose of the study was to better understand what led each of the participants to teach African American children, and what factors may have led to her or his success as a White teacher of African American students. A qualitative, collective case study methodology (Stake, 1995) was employed. Data were collected through semi-structured interviews and analyzed using an eclectic theoretical framework (Stinson, 2009) which included critical theory, critical race theory, and Whiteness studies. Analysis of the data revealed the participants incorporated into their own teaching many of the same characteristics of culturally relevant pedagogy identified by Ladson-Billings (1994). Nevertheless, three strategies were identified as being essential to the teachers' success with African American students: (a) forming meaningful relationships with students, (b) engaging students in racial conversations, and (c) reflecting both individually and with colleagues. The findings suggest a need for "spaces" in which pre-service teachers, in-service teachers, and teacher educators can discuss and openly debate issues of race, and challenge racial hierarchies found in schools and society at large. The findings also suggest developing a sharp focus on multicultural anti-racist education in teacher preparation programs as well as incorporating it into professional development plans for in-service teachers. Moreover, the findings highlight a need for school districts to provide teachers with professional development in three "How to" areas: (a) build teacher-student relationships, (b) connect to the local community, and (c) develop as reflective practitioners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10