scholarly journals Pigmentation and practice : understanding perceptions of white female teachers within a colorblind racial ideology framework

2020 ◽  
Author(s):  
◽  
Stephanie Sanders Green
Keyword(s):  
Academic Success ◽  
Educational Achievement ◽  
Great Influence ◽  
Racial Diversity ◽  
Qualitative Inquiry ◽  
Racial Ideology ◽  
White Female ◽  
White Children ◽  
American Schools ◽  
White Female Teachers

Thoreau said, "The question is not what you look at, but what you see." In the world of education, what we don't see--or at least claim not to notice--matters just as much. For non-White children in American schools today, a failure to acknowledge their racial and cultural identity can have lasting impact on academic success. A failure to acknowledge racial and cultural identities can also impede full access to equitable educational opportunities. A well-documented educational achievement gap persists between Black students and White students despite the legally-sanctioned school desegregation of years ago. Because the teacher has great influence over classroom norms and instructional delivery--and recognizing that American teachers are predominantly White and female-- this study seeks to look closely at the perceptions of those teachers with regard to race and education. This dissertation is a qualitative inquiry of multiple case study design. Using the tenets of Colorblind Racial Ideology to construct meaning from teacher viewpoints and experiences, the goal is to facilitate candid conversations about racial diversity and promote the academic success of all students.

scholarly journals Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

2021 ◽  
Vol 11 (7) ◽  
pp. 95
Author(s):  
Inmaculada García-Martínez ◽  
Eufrasio Pérez-Navío ◽  
Miguel Pérez-Ferra ◽  
Rocío Quijano-López
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Academic Success ◽  
Student Teachers ◽  
Educational Achievement ◽  
Skills Training ◽  
Academic Stress ◽  
Teaching Profession ◽  
Improve Student Achievement

Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social–emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers’ achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

scholarly journals Predictors of Academic Achievement in Blended Learning: the Case of Data Science Minor

2019 ◽  
Vol 14 (05) ◽  
pp. 64 ◽  
Author(s):  
Ilya Musabirov ◽  
Stanislav Pozdniakov ◽  
Ksenia Tenisheva
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Blended Learning ◽  
Data Science ◽  
Educational Achievement ◽  
Statistical Tests ◽  
Educational Programs ◽  
Mathematics Knowledge ◽  
Stem Students ◽  
Better Than

This paper is dedicated to studying patterns of learning behavior in connection with educational achievement in multi-year undergraduate Data Science minor specialization for non-STEM students. We focus on analyzing predictors of aca-demic achievement in blended learning taking into account factors related to initial mathematics knowledge, specific traits of educational programs, online and of-fline learning engagement, and connections with peers. Robust Linear Regression and non-parametric statistical tests reveal a significant gap in achievement of the students from different educational programs. Achievement is not related to the communication on Q&A forum, while peers do have effect on academic success: being better than nominated friends, as well as having friends among Teaching Assistants, boosts academic achievement.

Sex Differences in Female Teachers' Approval and Disapproval Behaviors as Related to Their Self-Definition of Sex-Role Type

1983 ◽  
Vol 53 (3) ◽  
pp. 711-714 ◽  
Author(s):  
Joseph C. Bledsoe
Keyword(s):  
Middle School ◽  
Sex Differences ◽  
Sex Role ◽  
White Female ◽  
Bem Sex Role Inventory ◽  
Female Teachers ◽  
Median Split ◽  
Definition Of ◽  
White Female Teachers

44 white female teachers were observed by two observers for six separate 20-min. periods for a total of 88 hr. The frequencies of approval and disapproval behaviors toward boys and girls were obtained. After observation, the Bem Sex-role Inventory was administered to the teachers, and four groups of 11 teachers each were classified by a median split-procedure as androgynous, masculine, feminine, and undifferentiated. As predicted, masculine teachers were more approving of boys' behavior, feminine teachers were more approving of girls' behavior and less approving of boys' behavior. In total observations, types of teacher did not differ, but when approval or disapproval was considered, there were significant differences according to pupils' sex and type of observation. Teachers' self-definition of sex-role type is likely to influence significantly their behavior toward middle-school boys and girls.

scholarly journals Care, Control, and Color: A Conversation About Disparities in School Disciplinary Practices

2020 ◽  
Vol 2 (2) ◽  
pp. 81-97
Author(s):  
Diana Wandix-White
Keyword(s):  
Academic Success ◽  
Students Of Color ◽  
Classroom Culture ◽  
White Female ◽  
Disciplinary Practices ◽  
Culture Of Care ◽  
Cultural Mismatch ◽  
Pedagogical Skills ◽  
K 12 ◽  
Pre Service Teacher

Disciplinary practices teachers use in their classrooms frequently result in life-altering consequences for students who are historically marginalized and struggling to meet normalized standards of academic success. Research suggests teachers often lack the skill needed to connect with students, manage their classrooms, and administer corrective action that is equitable, reasonable, and effective without being excessive and detrimental to the student’s future. This disconnection and lack of judgment is frequently attributed to 1) the cultural mismatch that exists between the majority U.S. teacher who is a young, White female, and the growing diverse population of students; 2) teachers’ deficit view of students of color, their families and communities; and 3) deficient pre-service teacher training that does not equip future teachers with the culturally relevant pedagogical skills needed to meet the needs of today’s students. Employing the qualitative research methods of interactive interviewing and parallel stories, an African American, veteran teacher and a young, White pre-service teacher explore the topic of disciplinary practices at the intersection of race, ethnicity, and a classroom culture of care in the k-12 U.S. classroom.

Facilitating Linguistic and Academic Success for Newcomer English Language Learners

2019 ◽  
pp. 218-234
Author(s):  
Melinda Trice Cowart
Keyword(s):  
United States ◽  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
Educational Achievement ◽  
The United States ◽  
Lessons Learned ◽  
Large Numbers ◽  
Republic Of The Congo

The landscape of peoples in need has changed dramatically and appears to grow more complex. For today, leaders and citizens in the United States must decide how best to address the needs and aggregate issues related to the very large numbers of refugees from the Democratic Republic of the Congo, Burma, Iraq, Bhutan, Somalia, Syria, and numerous other nations fleeing persecution owing to their political or religious beliefs. Complicating the challenges encountered by newcomer English language learners (ELLs) and their teachers is the wave of xenophobia that has once again had a global impact. Gleaning lessons learned from previous United States refugee resettlement programs about the societal adjustment and educational achievement experienced by refugees from Southeast Asia, from the Cuban Haitian program, from the resettlement of the Karen and Chin Burmese, and others will empower teachers to facilitate greater academic achievement among newcomer ELLs.

The Privatization of Public Services in American Cities

2015 ◽  
Vol 39 (3) ◽  
pp. 371-385 ◽  
Author(s):  
Jessica Trounstine
Keyword(s):  
Public Goods ◽  
Private School ◽  
Local Governments ◽  
Racial Diversity ◽  
The United States ◽  
White Children ◽  
Security Guards ◽  
The Relationship ◽  
American Cities

In the United States, significant variation regarding the quality of public goods exists across local governments. In this article, I seek to explain these patterns. I argue that economically and racially homogenous communities are collectively willing to invest more resources in public goods relative to diverse communities. I provide evidence in support of this claim by analyzing the relationship between race and income diversity and the share of community security and education that is provided by private entities. I find that as racial diversity and income inequality increase, the share of private security guards and white children enrolled in private school is higher.

Do Teachers' Race, Gender, and Ethnicity Matter? Evidence from the National Educational Longitudinal Study of 1988

ILR Review ◽  
1995 ◽  
Vol 48 (3) ◽  
pp. 547-561 ◽  
Author(s):  
Ronald G. Ehrenberg ◽  
Daniel D. Goldhaber ◽  
Dominic J. Brewer
Keyword(s):  
Longitudinal Study ◽  
White Male ◽  
Female Students ◽  
White Female ◽  
Female Teachers ◽  
Subjective Evaluations ◽  
National Educational Longitudinal Study ◽  
Using Data ◽  
White Female Teachers ◽  
Mathematics And Science

Using data from the National Educational Longitudinal Study of 1988 (NELS), the authors find that the match between teachers' race, gender, and ethnicity and those of their students had little association with how much the students learned, but in several instances it seems to have been a significant determinant of teachers' subjective evaluations of their students. For example, test scores of white female students in mathematics and science did not increase more rapidly when the teacher was a white woman than when the teacher was a white man, but white female teachers evaluated their white female students more highly than did white male teachers.

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