Black and White Students' Perceptions of Teacher Treatment

Teacher–student relationships in multicultural classes: Reviewing the past, preparing the future

“…Bellisimo and Sacks (1986) reported different results: in an analysis of teacher-student interaction according to ethnicity, they reported that Black students had more positive communications with their teachers than all others, while Asians interacted the least (both positively and negatively). Marcus, Gross, and Seefeldt (1991) investigated students' perceptions of teacher treatment and found that Black females thought they received less feedback and more criticism than White students. In Sanders, Gass, Wiseman and Bruschke's 1992 study Asian students felt that their teachers behaved more aggressively toward them than was reported by other ethnic groups.…”

School Racial Climate and the Academic Achievement of African American High School Students: The Mediating Role of School Engagement

“…Not surprising then is that African American youths report racially biased treatment within the classroom. They are more likely, for instance, to contend with negative racial stereotypes and being perceived by teachers as less intelligent Chavous, Rivas-Drake, Smalls & Griffin & Cogburn, 2008;Fisher et al, 2000;Green et al, 2006;Marcus, Gross, Seefeldt, 1991;. In their sample of 177 high school youth, Fisher and colleagues (2000) noted that 32% of African Americans reported being discouraged from taking advanced level courses and being treated unfairly in comparison to 13% of the White youth in the sample.…”

“…The broad literature focused on teacher-student relationships among adolescent youth indicate that perceptions of strong teacher support and high expectations relate to higher self-efficacy, motivation efforts, and school performance among African American youth (e.g., Honora, 2003;Marcus et al, 1991).…”

Teacher–Student Interactions and Race in Integrated Classrooms

“…F American students are given less attention, ignored more, praised less (Ford, 1985;Hillman & Davenport, 1978;Holliday, 1985;Marcus, Gross, & Seefeldt, 1991;Meier, Stewart, & England, 1989;Patchen, 1982;Washington, 1980;Weinberg, 1983), and reprimanded more than their Caucasian American counterparts by Caucasian American teachers in integrated classes (Aaron & Powell, 1982;Cecil, 1988;Hillman & Davenport;Stevens, 1980;Troyna, 1990).…”