White Female Teachers
The Utility of Empathy for White Female Teachers’ Culturally
Responsive Interactions with Black Male Students This study on culturally receptive interactions that teaching prepares a place for catering to teachers’ to pinpoint, welcome, and shape upon the diversity background differences that the learners bring to schools (Gay, 2002, 2010, 2013). Even though instructors have researched that educators whom recognize their selves just as cultural receptive don’t have no clarification on what the meaning is to be cultural receptive, but however they do provide inadequacy viewpoint of the diversity of youth (Garcia & Guerra, 2004; Warren, 2012; Valencia, 2010; Villegas & Lucas, 2002).
Problem Statement: The problem is that teachers that …show more content…
The nomination of this female white teachers’ where chosen by using a method of Ladson-Billings’ (1994) a sampling method taken from the community and also taken from a crowd of current/formal male student’s(black). Also a semi- interview that was structured for thirty-minutes (Rossman & Rallis, 2006) took place with a recent checklist of female teacher’s (white). At the end of the interview, the principals send a checklist of names five to eight for review to the researchers. After all emails was send out another samplings approach were done in order to choose the principal’s and then the information was send to professional educational network instructor’s researchers’ (Biernacki & Waldorf, 1981). In the Midwestern city the involvement of the principals within the choosing process was executives that was in a basic black school district. More than 75% of the teachers are white that are working in today’s …show more content…
Education and Urban Society, 36(2), 150-168.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York: Teachers College Press.
Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48-70.
Irvine, J. J. (2002). In search of wholeness: African-American teachers and their culturally specific classroom practices. New York: Palgrave.
Ladson-Billings, G. (2006). “Yes, but how do we do it? Practicing culturally relevant pedagogy.” In J. Landsman & C. W. Lewis (Eds.), White teachers/diverse classrooms: A guide to building inclusive schools, promoting high expectations, and eliminating racism (pp. 29-42). Sterling, VA: Stylus.
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93-97.
Rossman, G. B. & Rallis, S. F. (2006). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage Publications, Inc.
Toldson, I. A., & Lewis, C. W. (2012). Challenge the status quo: Academic success among school-age African American males. Washington, DC: Congressional Black
Responsive Interactions with Black Male Students This study on culturally receptive interactions that teaching prepares a place for catering to teachers’ to pinpoint, welcome, and shape upon the diversity background differences that the learners bring to schools (Gay, 2002, 2010, 2013). Even though instructors have researched that educators whom recognize their selves just as cultural receptive don’t have no clarification on what the meaning is to be cultural receptive, but however they do provide inadequacy viewpoint of the diversity of youth (Garcia & Guerra, 2004; Warren, 2012; Valencia, 2010; Villegas & Lucas, 2002).
Problem Statement: The problem is that teachers that …show more content…
The nomination of this female white teachers’ where chosen by using a method of Ladson-Billings’ (1994) a sampling method taken from the community and also taken from a crowd of current/formal male student’s(black). Also a semi- interview that was structured for thirty-minutes (Rossman & Rallis, 2006) took place with a recent checklist of female teacher’s (white). At the end of the interview, the principals send a checklist of names five to eight for review to the researchers. After all emails was send out another samplings approach were done in order to choose the principal’s and then the information was send to professional educational network instructor’s researchers’ (Biernacki & Waldorf, 1981). In the Midwestern city the involvement of the principals within the choosing process was executives that was in a basic black school district. More than 75% of the teachers are white that are working in today’s …show more content…
Education and Urban Society, 36(2), 150-168.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York: Teachers College Press.
Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48-70.
Irvine, J. J. (2002). In search of wholeness: African-American teachers and their culturally specific classroom practices. New York: Palgrave.
Ladson-Billings, G. (2006). “Yes, but how do we do it? Practicing culturally relevant pedagogy.” In J. Landsman & C. W. Lewis (Eds.), White teachers/diverse classrooms: A guide to building inclusive schools, promoting high expectations, and eliminating racism (pp. 29-42). Sterling, VA: Stylus.
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93-97.
Rossman, G. B. & Rallis, S. F. (2006). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage Publications, Inc.
Toldson, I. A., & Lewis, C. W. (2012). Challenge the status quo: Academic success among school-age African American males. Washington, DC: Congressional Black