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A qualitative study designed to explore some factors that white educators need to teach black students effectively

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dc.contributor.advisor McEwan, Barbara
dc.creator Henry, Calvin Oscar Leon
dc.date.accessioned 2012-10-02T18:14:12Z
dc.date.available 2012-10-02T18:14:12Z
dc.date.copyright 1997-04-16
dc.date.issued 1997-04-16
dc.identifier.uri http://hdl.handle.net/1957/34064
dc.description Graduation date: 1997 en_US
dc.description.abstract The purpose of this study was to explore some of the factors White educators need to teach Black students effectively. It examined what role the race of the teachers may play in Black students' academic success and whether White teachers are able and willing to meet the educational needs of Black students. Eight White teachers were interviewed. In this study, race is defined as a grouping of individuals who display the same phenotypic skin color by which people in the United States identify themselves and are identified by others. Today's reality is that more and more Black students are being taught by White teachers in public schools even where Black students are a majority. There are still marked disparities in the academic achievement between Black and White students. The gap between the academic achievement of White and Black students in public secondary schools is increasing. White teachers have not been properly prepared by their pre-service education programs and in-service training to teach Black students effectively. White teachers recognized that their preparation and training for teaching came out of their own cultural background for the traditional students, either White students or students who conform to mainstream Eurocentric standards, and that they are not being held responsible and accountable for the productive academic achievement of the Black students they teach. White teachers did not identify with their Black students, and they dealt with Black students from their "White privilege" perspective. This study revealed the presence of racism in the public school and that the race of the teacher did affect the achievement of Black students. It pointed out that White teachers fear the Black students they teach. White teachers need to be antiracist educators. They must understand racism and how different forms of racism affect their belief systems and their philosophies of teaching. Also they should know and understand how these forms of racism affect the academic achievement of the Black students they teach. The concept of "customer" being applied to teaching Black students might encourage White teachers to be more responsive, accountable and productive in teaching Black students. en_US
dc.language.iso en_US en_US
dc.subject.lcsh African Americans -- Education -- United States en_US
dc.subject.lcsh African American students -- United States en_US
dc.subject.lcsh White teachers -- United States -- Attitudes en_US
dc.title A qualitative study designed to explore some factors that white educators need to teach black students effectively en_US
dc.type Thesis/Dissertation en_US
dc.degree.name Doctor of Philosophy (Ph. D.) in Education en_US
dc.degree.level Doctoral en_US
dc.degree.discipline Education en_US
dc.degree.grantor Oregon State University en_US
dc.description.digitization File scanned at 300 ppi (Monochrome) using ScandAll PRO 1.8.1 on a Fi-6770A in PDF format. CVista PdfCompressor 4.0 was used for pdf compression and textual OCR. en_US
dc.description.peerreview no en_us

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