This study examined the differences in teacher racial ideology among white teachers in urban, suburban, and rural areas. This study advances the scholarship on the ideological frames used by teachers in urban, suburban, and rural areas through an examination of the differences in teachers’ discourse and racial ideology. Using contact theory, this study employed interviews to examine teachers’ discourse related to racial inequality in education to determine whether there were similarities in teacher discourse within and across urban, suburban, and rural areas with differing racial compositions. Interviews were conducted with 42 teachers in urban, suburban, and rural school districts during the 2014-2015 school year. There were three major findings in this study. First, four original frames of color-conscious racial ideology were present in data across urban, suburban, and rural areas. Second, teachers across all areas employ the systemic responsibility frame to talk about the achievement gap, and the cultural racism frame to talk about increased violence in urban areas, revealing that teachers frame some topics similarly across areas of differing racial composition. Third, analysis of teacher racial ideologies using the eight frames of color-conscious and color-blind racial ideology reveal that teachers within Lincoln City, Gresham, and Arcadia employ specific frames within each area to talk about racial inequality in education. Further, teachers in Lincoln City and Gresham framed racial inequality in education more consistently using color-conscious frames than teachers in Arcadia, indicating that contact with outgroup members also shapes teacher racial ideology. / Urban Education

This study investigates the influence of inner-city and suburban student teaching upon adjustment and effectiveness of first-year elementary teachers, with secondary attention to their personal and professional problems of adjustment to their initial teaching location. The fifty-five subjects of this study were first-year, inner-city and suburban teachers in the Dallas area. Except for two Black females and three Anglo males, all were Anglo females. The findings of this study support the following conclusions 1. Student-teaching locale should not be the determining factor in deciding the type of school for first-year teachers. 2. Effective inner-city student teachers may be expected to be highly effective teachers in both inner-city schools and those in other locales. 3. Successful student-teaching experiences, regardless of location, can be expected to produce well-adjusted, effective teachers. 4. It can be anticipated that inner-city teachers will experience a negative change in optimism, attitudes toward teaching, general adjustment and mental health during their initial year of teaching. 5. Both suburban and inner-city teachers who enjoyed successful student-teaching experiences can be expected to have good self-perception, empathy, a favorable view of children, confidence regarding classroom discipline, and effectiveness as a teacher.