Who Should Teach Black Students? Research on the Role of White and Black Teachers in American Schools

Naman, Whitney

doi:10.7227/erct.1.2.3

Cited by 6 publications

(7 citation statements)

References 45 publications

(32 reference statements)

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“…Prior research has shown that minority students can be at risk for developing less favourable affective relationships with their teachers (Clewell & Villegas, 1998;Irvine & Fenwick, 2011;Maylor, 2009;Naman, 2009;Spilt & Hughes, 2015), especially when those relationships are ethnically or racially incongruent (Rasheed et al, 2019;Thijs et al, 2012). Religious minority students are also likely to be in religiously incongruent STRs.…”

Section: Discussionmentioning

confidence: 99%

“…The affective relationships between primary school students and their teachers have been studied with increasing interest in the last decades (Bosman, Roorda, van der Veen, & Koomen, 2018 ; Howes, Hamilton, & Matheson, 1994 ; Pianta, 1994 ), and there is clear evidence that students’ emotional and academic adjustment is at risk when these relationships are negative (Roorda, Koomen, Spilt, & Oort, 2011 ; Sabol & Pianta, 2012 ). Research has shown that (some groups of) ethnic or racial (ER) minority students are particularly likely to develop negative student‐teacher relationships (STRs) (Irvine & Fenwick, 2011 ; Naman, 2009 ; Spilt & Hughes, 2015 ; Thijs, Westhof, & Koomen, 2012 ). One explanation for this finding is that, due to the composition of the educational workforce, minority students often have majority teachers (Howes & Shivers, 2006 ; Saft & Pianta, 2001 ).…”

Section: Introductionmentioning

confidence: 99%

“…relationships are negative (Roorda, Koomen, Spilt, & Oort, 2011;Sabol & Pianta, 2012). Research has shown that (some groups of) ethnic or racial (ER) minority students are particularly likely to develop negative student-teacher relationships (STRs) (Irvine & Fenwick, 2011;Naman, 2009;Spilt & Hughes, 2015;Thijs, Westhof, & Koomen, 2012). One explanation for this finding is that, due to the composition of the educational workforce, minority students often have majority teachers (Howes & Shivers, 2006;Saft & Pianta, 2001).…”

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confidence: 99%

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How Do I Get on With my Teacher? Affective Student‐Teacher Relationships and the Religious Match Between Students and Teachers in Islamic Primary Schools

Charki

Hornstra

Thijs

2021

Brit J of Edu Psychol

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Background. Despite the growing body of research concerning affective relationships between teachers and ethnic minority students, very little is known about studentteacher relationship (STR) quality for religious minority students. Many Islamic schools have a mixed workforce consisting of both Muslim and non-Muslim teachers. This means that the quality of religiously congruent and religiously incongruent STRs can be directly compared.Aims. We investigated whether the quality of the STR experienced by Dutch Islamic school students depended on the religious background of their teacher (Muslim vs. non-Muslim). We also examined the role of teachers' implicitly measured attitudes towards Muslims as a possible explanation for differences in relationship quality. Sample. Participants were 707 students (56.9% female) from 35 classes (Grade 3-6) (M age = 10.02 years, SD = 1.25) and their 35 teachers (85.7% female; M age = 32.94 years, SD = 6.37).Methods. Students reported on the quality of the relationship with their teacher (closeness, conflict, and negative expectations), and teachers' implicit attitude towards Muslims (vs. non-Muslims) was measured with an Implicit Association Test.Results. Students reported relatively high levels of closeness and low levels of conflict and negative expectations for both Muslim and non-Muslim teachers. Conflict was slightly higher in religiously incongruent STRs, but only when teachers' implicitly measured attitude towards Muslims (vs. non-Muslims) was included in our model. Conclusion.Results of this study indicate that religious incongruence does not play a major role in STR quality in Islamic primary education.The affective relationships between primary school students and their teachers have been studied with increasing interest in the last decades (Bosman, Roorda, van der Veen, & Koomen, 2018;Howes, Hamilton, & Matheson, 1994;Pianta, 1994), and there is clear evidence that students' emotional and academic adjustment is at risk when theseThis is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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confidence: 99%

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How Do I Get on With my Teacher? Affective Student‐Teacher Relationships and the Religious Match Between Students and Teachers in Islamic Primary Schools

Charki

Hornstra

Thijs

2021

Brit J of Edu Psychol

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“…Wise (2008), a white male, applies the following analogy about the invisibleness of Whiteness: "Privilege, to us, is like water to the fish, invisible precisely because we cannot imagine life without it" (as cited in Henfield & Washington, 2012, p. 150). This is problematic since 80% (Howard & Navarro, 2016) to 90% (Cooper, 2003;Naman, 2009) of current and future educators are white, and their Whiteness often creates a divide between them and their students of color. While white teachers acknowledge an increasingly diverse student population, they frequently purport their often-limited experiences with people outside their race or ethnicity leaving them feeling ill-prepared for discussing race with children of color as well as reflecting on their own and their students' racial identities (Matias, 2013;Matias & Liou, 2015;Milner & Laughter, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…As the U.S. population diversifies, educators have remained consistently white and female, accounting for 80% (Howard & Navarro, 2016) to 90% (Cooper, 2003;Naman, 2009) of the teaching force. Our homogenous teaching force should raise a major concern as many white teachers have had limited interactions with those who have racial or ethnic backgrounds different from their own.…”

Section: Introductionmentioning

confidence: 99%

I Can’t Be Racist—I Teach in an Urban School, and I’m a Nice White Lady!

Miller

Harris

2018

WJE

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This paper examines, through the lens of critical race theory (CRT), beliefs often asserted by self-described, open-minded white educators about their students of color. While these teachers may perceive themselves as liberal and inclusive, their interactions with students of color are shrouded by white privilege which can be disenfranchising to students of color. By countering these ascribed beliefs with research, theory, and qualitative experiences, the authors aim to expose how white privilege manifests within the typical classroom and to invite all white educators to examine their racial attitudes and beliefs. Using CRT, the authors* make recommendations for strategies to develop white teachers into white allies.

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Challenging racism as a Black police officer: An emergent theory of employee anti-racism.

Prengler¹,

Chawla²,

Leigh³

et al. 2023

Journal of Applied Psychology

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Organizations are key mechanisms by which racism is enacted and perpetuated. Although much of the management literature has focused on organizational efforts to combat racial discrimination, some of the most transformative changes come from the everyday actions of employees themselves. In this study, we develop grounded theory on racial minority employees who choose to challenge racism from within the organizational structures that perpetuate it most (i.e., highly racialized organizations). We present a theoretical model of employee anti-racism that emerged from our analysis of qualitative data-comprising 80.7 audio hours from 48 interviews with Black law enforcement officers. This model articulates anti-racism motivation as a key mechanism that motivates racial minority employees to join and stay within highly racialized organizations. Our analysis suggests that these employees enact anti-racism behaviors targeted at both the racialized organization and their racial community, with these behaviors playing a critical role in positively transforming the interface between the organization and the communities that are harmed by racism. Perceptions of transformation help sustain racial minority employees' anti-racism motivation, particularly as they experience continued racism and encounter backlash for their anti-racism efforts. In the absence of perceived transformation, we found that racial minority employees are likely to withdraw from the highly racialized organization. Altogether, our study provides a theoretical and practical roadmap highlighting how racial minority employees combat racism via organizational membership and sustain their positive impact on both their work organization and their racial communities.

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Who Should Teach Black Students? Research on the Role of White and Black Teachers in American Schools

Cited by 6 publications

References 45 publications

How Do I Get on With my Teacher? Affective Student‐Teacher Relationships and the Religious Match Between Students and Teachers in Islamic Primary Schools

How Do I Get on With my Teacher? Affective Student‐Teacher Relationships and the Religious Match Between Students and Teachers in Islamic Primary Schools

I Can’t Be Racist—I Teach in an Urban School, and I’m a Nice White Lady!

Challenging racism as a Black police officer: An emergent theory of employee anti-racism.

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