When Whites are the minority: How students at an inner-city middle school responded and reacted to the cultural expressions and Afro-centric teaching style of a Black educator
by Randle, Lawanda Denice, M.A.E., PACIFIC LUTHERAN UNIVERSITY, 2008, 57 pages; 1457923

Abstract:

There are labels associated with a person's race, as well as, all types of connotations and meanings, which have changed over time, but continue to contribute to racism (Bolgatz, 2005). As more teachers from minority cultures are hired to teach in our inner-city classrooms, a teacher's race can hinder students' educational progress and cause them to feel disconnected from the shared meanings teachers create and experience with students of the same cultural background. This study explored whether White students had a negative perception of a Black teacher's dialect, humor, and authority in a Language Arts classroom. Data from surveys, interviews and journal notes were collected and analyzed. The findings suggested that White students are ultimately unaffected by a teacher's ethnicity. Overall, their main concern was that the teacher was knowledgeable of his or her content and validated students in the classroom.

 
AdviserStephen Woolworth
SchoolPACIFIC LUTHERAN UNIVERSITY
SourceMAI/ 47-01, p. , Oct 2008
Source TypeThesis
SubjectsLinguistics; Black studies; Communication; Curriculum development
Publication Number1457923
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