Racial integration of the Louisiana public school system had a devastating
effect on its number of Black teachers. The state has yet to recover from this
reduction, as fewer Black college students pursue education degrees. This study
reports on whether or not the lack of Black educators has influenced high school
students' racial preferences for a teacher. The study's theoretical framework
places racial preference within the context of racial identity theory, and filters
student response through these lenses. The research project was conducted
during the 1999-2000 academic year. It involved 170 Louisiana high school
students from four parishes across the state. The student sample consisted of
Black, White, and Other participants (self-described) with both genders
represented. Qualitative research methods were used for data collection and
analysis. Results indicate approximately one-third of students, Black and White,
have racial preferences for a teacher. Based on student response, it is believed
that exposure to a racially diverse teaching staff may have influenced individual
racial identity, affecting racial preference. Implications for university teacher
education programs and public school systems are discussed. / Graduation date: 2001
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/32726 |
| Date | 28 June 2000 |
| Creators | Hooper, C. Michelle |
| Contributors | Engel, Joanne B. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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