Examining Teacher Dispositions for Evidence of (Transformative) Social and Emotional Competencies with Black Boys: The Case of Three Urban High School Teachers

Autor/inn/en	Warren, Chezare A.; Presberry, Cierra; Louis, Lawrence
Titel	Examining Teacher Dispositions for Evidence of (Transformative) Social and Emotional Competencies with Black Boys: The Case of Three Urban High School Teachers
Quelle	In: Urban Education, 57 (2022) 2, S.251-277 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Warren, Chezare A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085920933326
Schlagwörter	Urban Schools; High School Teachers; Critical Theory; Race; African American Students; Males; Racial Factors; Power Structure; Social Emotional Learning; Transformative Learning; Racial Bias; Discipline; Empathy; Culturally Relevant Education; Teacher Student Relationship; Interaction + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Kritische Theorie; Rasse; Abstammung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Pädagogische Transformation; Racial discrimination; Rassismus; Disziplin; Empathie; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion
Abstract	Drawing from a larger study of teacher empathy, this article offers a critical race analysis of three teachers' "dispositions" to discern (a) their social and emotional competencies (SEC) and (b) evidence of "transformative" social and emotional learning (SEL). Data sources include one-on-one teacher interviews, focus groups, document analyses, and more than 1,500 minutes of video-recorded classroom observations. Findings illustrate the influence of race, identity, and one's conceptions of power for determining transformative expressions of teacher participants' SEC. Implications for creating the conditions to effectively design and facilitate transformative SEL programming in urban school settings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01