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ERIC Number: ED455352
Record Type: Non-Journal
Publication Date: 2001-Jul
Pages: 29
Abstractor: N/A
Reference Count: N/A
Mentoring African American Middle School Students: Applying Principles of Antiracism Education to the Problem of Closing the Black-White Achievement Gap.
Martin, Paula S.; Baxter, Anthony G.
Part of a larger ongoing study of the impact of antiracism mentoring on black student achievement, this report of a developmental study used a before-after approach to evaluate the pattern, direction, and significance of change in participating white teachers' white racial identity as a function of antiracism professional development. Using the Helms and Carter (1994) White Racial Identity Attitude Survey to verify the status of prospective white mentors' racial identities prior to their service as the antiracism mentors of black middle school students, this study's effect sizes data indicate that the participant group advanced in three of five areas of white racial identity. Adopting the conventional standard for practically significant effect sizes, the analysis of the difference between pretest and posttest subscale means indicates that participants advanced on the disintegration, pseudo-independence, and autonomy subscales. The study concludes that the antiracism professional development effectively advanced the prospective antiracism mentors' white identity status. Discussion focuses on the theoretical and practical implications of the results for the larger ongoing study of antiracism mentoring as a means to close the black-white achievement gap. (Contains 16 references.) (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A