ERIC Number: ED199364
Record Type: RIE
Publication Date: 1978-Dec
Reference Count: 0
Classroom Interaction Based on Teacher Ethnicity and Experience.
Cook, Runett H.
A study was conducted to investigate classroom interaction between black and white teachers working with black students in New York City. The purpose was to compare black and white teachers' attitudes as they taught minority students. Also compared were conceptions of students, parents, and administrators on what constitutes a "good teacher." The assumption that black teachers' positive interaction in the classroom results in knowledge of black culture and the black community for black students was tested. The findings of the study indicated that black and white teachers felt interest and motivation were necessary attitudes in teaching inner city students. White teachers were able to highly motivate black pupils, while black teachers showed pupils more empathy and were able to help them achieve more academically. However, parents of black students felt that the ethnic background of the teachers did not make any significant difference and administrators indicated that ethnic background did not play a major role in teacher selection. The findings demonstrated a need for more research in the area of teacher/pupil culture differences, and how these interactions affected the learning of black children in the inner city schools. (Author/APM)
Publication Type: Reports - Research; Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: N/A
Identifiers: New York (New York)
Note: Names of participants in the study have been deleted in order to protect their privacy. Ph.D. Dissertation, Walden University.