High School Students of Color in the U.S. Speak about Their Educational Experiences: Schooling, Culture and Pedagogy

Autor/inn/en	Nganga, Lydiah; Kambutu, John; Scull, Reed W.; Han, Keonghee Tao
Titel	High School Students of Color in the U.S. Speak about Their Educational Experiences: Schooling, Culture and Pedagogy
Quelle	In: Journal of Social Studies Education Research, 12 (2021) 3, S.1-27 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-9108
Schlagwörter	High School Students; Minority Group Students; Student Experience; Rural Areas; Racial Composition; Cultural Influences; Background; Ethnicity; Racial Identification; Culturally Relevant Education; Teacher Characteristics; Caring; Empathy; Whites; Barriers; Racial Bias; Ethnic Stereotypes; Teacher Behavior + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienerfahrung; Rural area; Ländlicher Raum; Cultural influence; Kultureinfluss; Hintergrundinformation; Ethnizität; Care; Pflege; Sorge; Betreuung; Empathie; White; Weißer; Racial discrimination; Rassismus; National stereotype; Nationales Stereotyp; Teacher behaviour; Lehrerverhalten
Abstract	This phenomenological study examined the experiences of high school students of color (n = 33) living in a rural, predominately White state in the United States of America (U.S.) Drawing data from in-depth interviews and questionnaires, qualitative analysis revealed that participants experienced heightened levels of academic, cultural, and social isolation. Data also revealed that learners' histories, cultural traditions, validation of race/ethnicity and personal stories were missing in classroom instruction particularly in social studies curricula. Other findings indicated that caring and empathetic teachers helped to mitigate some of the negative experiences that students experienced, thus creating space for academic success. Therefore, this study concludes that teachers' dispositions such as care and empathy are critical aspects of culturally responsive pedagogy that can meet the needs of diverse learners. Finally, this study offers implications for classroom teachers and teacher educators. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01