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. / Graduation date: 1997
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/34064 |
| Date | 16 April 1997 |
| Creators | Henry, Calvin Oscar Leon |
| Contributors | McEwan, Barbara |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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