Benedict, Rebecca Marie (2014-05). A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction. Doctoral Dissertation. Thesis uri icon

abstract

  • This study was designed to explore how White secondary teachers' perceptions about their students of color impacted instruction in a successful, diverse school district. In order to develop more positive attitudes toward cultural groups different from their own, teachers should be exposed to students of color and must look carefully at their own attitudes and behavior in their classroom. Biases, prejudices, and socioeconomic inequities continue to plague our nation's schools. Teachers who are insensitive or unfamiliar with the needs of multicultural students make learning difficult for them. For this study, the district and four participants were purposefully selected. A single high school was used for this case study. A purposive sample of four White secondary teachers was interviewed and content analysis was conducted on the data. The district studied had achieved academic success (closing the achievement gaps) because of its focus on both the beliefs and instructional skills of its educators. The adults believed they were responsible for student learning. Research participants bonded with students and mentored them and expected all students to achieve at a high level.
  • This study was designed to explore how White secondary teachers' perceptions
    about their students of color impacted instruction in a successful, diverse school district.
    In order to develop more positive attitudes toward cultural groups different from their
    own, teachers should be exposed to students of color and must look carefully at their
    own attitudes and behavior in their classroom. Biases, prejudices, and socioeconomic
    inequities continue to plague our nation's schools. Teachers who are insensitive or
    unfamiliar with the needs of multicultural students make learning difficult for them.

    For this study, the district and four participants were purposefully selected. A
    single high school was used for this case study. A purposive sample of four White
    secondary teachers was interviewed and content analysis was conducted on the data.

    The district studied had achieved academic success (closing the achievement
    gaps) because of its focus on both the beliefs and instructional skills of its educators.
    The adults believed they were responsible for student learning. Research participants
    bonded with students and mentored them and expected all students to achieve at a high
    level.

ETD Chair

publication date

  • May 2014