Understanding the Impact of Differences: Using Tenets of Critical Race Pedagogy to Examine White Pre-Service Teachers' Perceptions of Their Black Students' Race & Culture

Autor/in	Ramsay-Jordan, Natasha
Titel	Understanding the Impact of Differences: Using Tenets of Critical Race Pedagogy to Examine White Pre-Service Teachers' Perceptions of Their Black Students' Race & Culture
Quelle	In: Multicultural Education, 27 (2020) 2, S.2-17 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Critical Theory; Race; White Students; African American Students; Preservice Teachers; Student Attitudes; Racial Differences; Cultural Influences; Cultural Awareness; Teacher Student Relationship; Teacher Attitudes; Student Diversity; Secondary School Teachers; Mathematics Teachers; Discipline; Track System (Education); Masters Programs; Urban Schools; Internship Programs; Graduate Students; Social Bias; Racial Identification + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülerverhalten; Rassenunterschied; Cultural influence; Kultureinfluss; Cultural identity; Kulturelle Identität; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Disziplin; Leistungsgruppe; Leistungsdifferenzierung; Magister course; Magisterstudiengang; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Berufspraktische Ausbildung; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	Each year, U.S. teacher education programs work to prepare more than 3,500 candidates to be future educators (National Center for Education Statistics [NCES], 2016). This population of pre-service teachers (PTs), however, is overwhelmingly White, perpetuating a pattern in which 85% of all U.S. teachers are White, while Black or African American and Hispanic/Latinx teachers collectively comprise approximately 12.6% of the total (NCES, 2016). This hegemonic composition of U.S. teacher candidates is concerning, especially now because for the first time in the history of U.S. public schools the new collective majority of minority schoolchildren, Black and Latinx, has reached 50%, surpassing the number of White students (Maxwell, 2014). This shift in demographics poses a critical imperative for teacher preparation programs and anyone with a vested interest in the teaching and learning of historically marginalized culturally and linguistically diverse students (HMCLDS) such as Black children. Homogeneous teaching staffs may produce cultural mismatches and cultural discontinuity between teachers and students within an educational system, marked by cultural incongruity and disconnection. The cultural mismatches can produce unhealthy teacher-student relationships and deficit views of students (Doran, 2014; Ramirez, Gonzales-Galindo, & Roy, 2016). When cultural mismatches occur in schools that serve predominantly Black students, those students often receive poor-quality instructional materials, limited resources, and limited, if not inadequate, pedagogical and curricular methods incongruent with their culture (Darling-Hammond, 2010; Irvine, 2003; Ostrander, 2015). It is within this mismatched racial and cultural context of a homogeneous U.S. teaching force and the increasingly diverse student populations that this investigation employed tenets of critical race pedagogy (CRP) to study the impact of such differences. The study in this article will explore how two White secondary mathematics PTs' perceptions of their Black students' race and culture influenced their teaching and learning experiences during practicum. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01