Perceptions of African American and European American Teachers on the Education of African American Boys

Autor/inn/en	Bacon, Ellen; Banks, Joy; Young, Kathryn; Jackson, Francesina R.
Titel	Perceptions of African American and European American Teachers on the Education of African American Boys
Quelle	In: Multiple Voices for Ethnically Diverse Exceptional Learners, 10 (2007) 1-2, S.160-172 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	African American Teachers; Teacher Effectiveness; Disproportionate Representation; Cultural Differences; Males; Whites; Teacher Attitudes; African American Students; Gender Issues; Attitude Measures; Interviews; Teacher Student Relationship; Educational Quality; Teacher Competencies; Teacher Expectations of Students; Interpersonal Communication; Classroom Techniques; Discipline; Behavior Problems; Elementary Schools; Middle Schools; North Carolina + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kultureller Unterschied; Male; Männliches Geschlecht; White; Weißer; Lehrerverhalten; Student; Students; Schüler; Schülerin; Studentin; Geschlechterfrage; Interviewing; Interviewtechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Quality of education; Bildungsqualität; Lehrkunst; Interpersonale Kommunikation; Klassenführung; Disziplin; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule
Abstract	The authors interviewed 27 teachers (16 African American and 11 European American) on instructional factors contributing to overidentification of behavior problems in African American boys. Interviews focused on teachers' perspectives of effective teachers, teacher-student relationships, and communication styles. Analysis of the interviews showed that both African American and European American teachers believed in the importance and positive impact of having caring relationships with students. However, African American teachers placed a higher value on being personally involved with students, providing protective guidance, and knowing the students' family and community. European American teachers valued teachers who provide good academic instruction, have consistent expectations and consequences, and are involved in students' school activities. Both groups believed there were important differences in communication styles between some African American women teachers and European American teachers in managing classrooms and disciplining students. (Contains 2 tables.) (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://www.cec.sped.org/ddel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10