Literaturnachweis - Detailanzeige
Autor/in | Pittman, Chavella T. |
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Titel | Exploring How African American Faculty Cope with Classroom Racial Stressors |
Quelle | In: Journal of Negro Education, 79 (2010) 1, S.66-78 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-2984 |
Schlagwörter | African American Students; Coping; African American Teachers; Stress Variables; Classroom Environment; Race; Higher Education; College Faculty; Equal Education; Interviews; Whites; Teacher Attitudes; Classroom Techniques; Groups; Educational Objectives; Racial Differences African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Bewältigung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Rasse; Abstammung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Interviewing; Interviewtechnik; White; Weißer; Lehrerverhalten; Klassenführung; Educational objective; Bildungsziel; Erziehungsziel; Rassenunterschied |
Abstract | This study was an examination of how African American faculty discussed their coping with racially stressful classrooms. Despite aims for racial equality in higher education, the classroom has been a significant site of racial stressors for African American facility. Analysis of interviews with 16 (8 women, 8 men) African American faculty at a large, predominantly White, university revealed that African American faculty use group-specific coping strategies for classroom racial stressors. Specifically, they coped by creating safe space for students, employing assertive actions to establish authority, questioning students' thinking, and focusing on learning goals for students. (Contains 1 table.) (As Provided). |
Anmerkungen | Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |