Race and Color-Blind Racial Attitudes in Supervision: Implications for the Supervisory Relationship

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Autor/in	Brown, Supavan Khamphakdy
Titel	Race and Color-Blind Racial Attitudes in Supervision: Implications for the Supervisory Relationship
Quelle	(2009), (197 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Missouri - Kansas City
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-1975-1
Schlagwörter	Hochschulschrift; Dissertation; Race; Racial Attitudes; Supervisor Supervisee Relationship; Trainees; Supervisors; Racial Factors; Supervision; Racial Differences; Cultural Influences; Empathy; Collegiality; Cultural Differences; Surveys; Minority Groups; Whites; Racial Bias; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rasse; Abstammung; Rassenfrage; Auszubildender; Weibliche Auszubildende; Rassenunterschied; Cultural influence; Kultureinfluss; Empathie; Kollegialität; Kultureller Unterschied; Survey; Umfrage; Befragung; Ethnische Minderheit; White; Weißer; Racial discrimination; Rassismus; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Due to the sociopolitical nature of supervision (Katz, 1985) and covert forms of racism which continue to promote cautious interactions between individuals (Young, 2004), multicultural supervision has been recognized as an important area of focus and study. Recent literature has demonstrated that when cultural issues are mishandled in supervision, there are significant implications for the trainee, the supervisory relationship, and client outcomes (Bukard et al, 2006). In particular, two variables, racial matching and racial identity development, have been given attention in multicultural supervision research. However, the empirical literature is still sparse. The purpose of this study was to examine the effects of racial matching and a minimally examined construct in supervision, supervisor color-blind racial attitudes, on several factors in the supervisory relationship. Relational factors included working alliance, perceptions of supervisor empathy, and frequency of cultural discussions. Race and racial matching were also examined as moderators for the relationships among racial attitudes and the relational outcome variables. Online survey data were collected from two samples, including 254 trainees and 154 supervisors from various training programs throughout the United States. Analyses of variance indicated that ethnic and racial minority trainees reported significantly lower levels of empathy from their White supervisors than trainees in racial matching dyads. In addition, trainees from racial matching dyads indicated higher levels of emotional bond. White supervisors paired with white trainees reported significantly fewer cultural discussions, and ethnic and minority supervisors indicated greater match on goals than their White counterparts. Furthermore, hierarchical regression analyses indicated that supervisor racial attitudes as a whole did not predict study outcomes and moderation hypotheses were not supported. Unexpectedly, more unawareness of racial privilege predicted greater supervisor empathy. Interpretations are discussed for all findings. Study limitations and several training and practice implications are considered. Given the impact of racial matching in dyads, supervisors are encouraged to be aware of opportunities to address differences within the supervision triad, and to consider how their own racial attitudes may shape their viewpoints and behaviors within supervision. Recommendations for future research are provided. In particular, further study of color-blind racial attitudes within multicultural supervision is warranted, given the paucity of such research. [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