White disadvantage
The effects of racial isolation on White pre-service teachers
Abstract
This paper examines the preconceived attitudes toward cultural and racial diversity that pre-service teacher education students at a primarily white southern research institution bring with them to class and how those preconceptions may impact their teaching and ability to integrate into a school environment that is culturally different from their own. Using qualitative research methods, the authors collected and analyzed written reflections from students throughout twelve sections of an educational foundation course. The authors found evidence that pre-service teachers had little understanding of the culture and behavior of African-American school children and were at a disadvantage when working with this group.
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References
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Baldwin, S.C., Buchanan, & Rudisill, M.E. (2007). What teacher candidates learned about diversity, social justice, and themselves from service-learning experiences. Journal of Teacher Education 58. 315-327.
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FEDS: HARSHER PUNISHMENT DOLED OUT TO BLACK STUDENTS
Niederberger, Mary. Pittsburgh Post - Gazette [Pittsburgh, Pa] 09 Jan 2014: A.1.
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Harper, S. R., & Kuh , G D. (2007). The Myths and Misconceptions About Using Qualitative Methods in Assessment. In New Directions for InstitutionalResearch, 136, accessed from www.interscience.wiley.com.
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Hollins, E., & Guzman, M. T. (2005). Research on preparing teachers for diverse populations. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education (pp. 477-548). Mahwah, NJ: Lawrence Erlbaum.
Howard, G. (2006). We Can’t Teach What We Don’t Know; White Teachers, Multiracial Schools (2nd Ed.). New York: Teachers College Press.
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Liu, M.L., Pickett Jr., T., & Ivey, A.E. (2007). White middle-class privilege: social class bias and implications for training and practice. Journal of Multicultural Counseling and Development, 35(4), 194-206.
McIntosh, P. (1988). White Privilege: Unpacking the Invisible Knapsack Working Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences through Work in Women's Studies."
Miles, M. & Huberman, A. (1994). Qualitative data analysis: an expanded sourcebook (2nd ed.). SAGE Publications, Thousand Oaks, CA.
Milner, H.R. (2002). Affective and social issues among high-achieving African
American students: recommendations for teachers and teacher education, Action in Teacher Education, 24, pp. 81–89.
Milner, H. R. (2003a). Reflection, Racial Competence, and Critical Pedagogy: how do we prepare pre-service teachers to pose tough questions? Race Ethnicity and Education, Vol. 6, No. 2, July 2003, 193-208.
Milner, H.R. (2003b). A case study of an African American English teacher’s cultural comprehensive knowledge and (self) reflective planning, Journal of Curriculum and Supervision, 18, pp. 175–196.
Milner, H.R. (2006). Preservice teachers’ learning about cultural and racial diversity: Implications for urban education. Urban Education, 41(4), 343-375.
Milner, H.R. & Woolfolk Hoy, A. (2003). A case study of an African American teacher’sself-efficacy, stereotype threat, and persistence, Teaching and Teacher Education, 19, 263–276.
Mitchell, L.A. (2009). Becoming culturally responsive teachers in today’s diverse classroom. Paper presented at the 2009 American Educational Research Association Annual Meeting, San Diego, CA.
Orfield,G. & Lee, C. (2007). Historic Reversals, Accelerating Resegregation, and the Need for New Integration Strategies. A report of the Civil Rights Project/Proyecto Derechos Civiles, UCLA.
Scott, K. (2003). My students think I’m Indian: The presentation of an African-American self to pre-service teachers. Race, Ethnicity and Education, 9(3), 211-226.
Sirin, S. R., Brabeck, M. M., Satiani, A., & Rogers-Serin, L. (2003). Validation of a measure of ethical sensitivity and examination of the effects of multicultural and ethics courses on ethical sensitivity. Ethics & Behavior, 13(3), 221-235.
Stallings, J. (1980). “Allocated Academic Learning Time Revisited, or Beyond Time on Task,” Educational Researcher December 1980 9: 11-16,
Tatum, B.D. (1997). "Why are all the Black kids sitting together in the cafeteria?" and other conversations about race New York : Basic Books.
U.S. Department of Education (2012). New Data from U.S. Department of Education Highlights Educational Inequities Around Teacher Experience, Discipline and High School Rigor. Accessed on 3/7/12 http://www.ed.gov/news/press-releases/new-data-us-department-education-highlights-educational-inequities-around-teache
Baldwin, S.C., Buchanan, & Rudisill, M.E. (2007). What teacher candidates learned about diversity, social justice, and themselves from service-learning experiences. Journal of Teacher Education 58. 315-327.
Burke-Spero, R. (1999). Toward a model of ‘CIVITAS’ through an ethic of care: a qualitative study of pre-service teachers’ perceptions about learning to teach diverse student populations, unpublished dissertation, Ohio State University, Columbus.
Carter, D. J. (2008). Cultivating a Critical Race Consciousness for African American School Success. Educational Foundations Winter-Spring 2008 11-28.
FEDS: HARSHER PUNISHMENT DOLED OUT TO BLACK STUDENTS
Niederberger, Mary. Pittsburgh Post - Gazette [Pittsburgh, Pa] 09 Jan 2014: A.1.
Fine, M., & Weis, L. (2003). Silenced voices and extraordinary conversations: Reimagining schools. New York: Teachers College Press.
Harper, S. R., & Kuh , G D. (2007). The Myths and Misconceptions About Using Qualitative Methods in Assessment. In New Directions for InstitutionalResearch, 136, accessed from www.interscience.wiley.com.
Helms, J. E. (1990). Black and white racial identity: Theory, research, and practice. New York: Greenwood Press.
Hollins, E., & Guzman, M. T. (2005). Research on preparing teachers for diverse populations. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education (pp. 477-548). Mahwah, NJ: Lawrence Erlbaum.
Howard, G. (2006). We Can’t Teach What We Don’t Know; White Teachers, Multiracial Schools (2nd Ed.). New York: Teachers College Press.
Kielsmeier, J. C. (2000). A time to serve, a time to learn: Service learning and thepromise of democracy.
Klugman, J. (2013) Teachers College Record Volume 115 Number 5, 2013, p. 1-34 http://www.tcrecord.org/library ID Number: 16965, Date Accessed: 8/20/2014.
Ladson-Billings, G. (1991). Beyond Multicultural illiteracy. The Journal of Negro education, 60(2), 147-157.
Liu, M.L., Pickett Jr., T., & Ivey, A.E. (2007). White middle-class privilege: social class bias and implications for training and practice. Journal of Multicultural Counseling and Development, 35(4), 194-206.
McIntosh, P. (1988). White Privilege: Unpacking the Invisible Knapsack Working Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences through Work in Women's Studies."
Miles, M. & Huberman, A. (1994). Qualitative data analysis: an expanded sourcebook (2nd ed.). SAGE Publications, Thousand Oaks, CA.
Milner, H.R. (2002). Affective and social issues among high-achieving African
American students: recommendations for teachers and teacher education, Action in Teacher Education, 24, pp. 81–89.
Milner, H. R. (2003a). Reflection, Racial Competence, and Critical Pedagogy: how do we prepare pre-service teachers to pose tough questions? Race Ethnicity and Education, Vol. 6, No. 2, July 2003, 193-208.
Milner, H.R. (2003b). A case study of an African American English teacher’s cultural comprehensive knowledge and (self) reflective planning, Journal of Curriculum and Supervision, 18, pp. 175–196.
Milner, H.R. (2006). Preservice teachers’ learning about cultural and racial diversity: Implications for urban education. Urban Education, 41(4), 343-375.
Milner, H.R. & Woolfolk Hoy, A. (2003). A case study of an African American teacher’sself-efficacy, stereotype threat, and persistence, Teaching and Teacher Education, 19, 263–276.
Mitchell, L.A. (2009). Becoming culturally responsive teachers in today’s diverse classroom. Paper presented at the 2009 American Educational Research Association Annual Meeting, San Diego, CA.
Orfield,G. & Lee, C. (2007). Historic Reversals, Accelerating Resegregation, and the Need for New Integration Strategies. A report of the Civil Rights Project/Proyecto Derechos Civiles, UCLA.
Scott, K. (2003). My students think I’m Indian: The presentation of an African-American self to pre-service teachers. Race, Ethnicity and Education, 9(3), 211-226.
Sirin, S. R., Brabeck, M. M., Satiani, A., & Rogers-Serin, L. (2003). Validation of a measure of ethical sensitivity and examination of the effects of multicultural and ethics courses on ethical sensitivity. Ethics & Behavior, 13(3), 221-235.
Stallings, J. (1980). “Allocated Academic Learning Time Revisited, or Beyond Time on Task,” Educational Researcher December 1980 9: 11-16,
Tatum, B.D. (1997). "Why are all the Black kids sitting together in the cafeteria?" and other conversations about race New York : Basic Books.
U.S. Department of Education (2012). New Data from U.S. Department of Education Highlights Educational Inequities Around Teacher Experience, Discipline and High School Rigor. Accessed on 3/7/12 http://www.ed.gov/news/press-releases/new-data-us-department-education-highlights-educational-inequities-around-teache
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Published
2015-05-04
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Articles
How to Cite
White disadvantage: The effects of racial isolation on White pre-service teachers. (2015). Journal of Interdisciplinary Studies in Education, 3(2), 33-46. https://ojed.org/jise/article/view/1472
