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ERIC Number: ED457119
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 42
Abstractor: N/A
Reference Count: N/A
How Whiteness Frames the Beliefs of White Female Pre-Service Teachers Working with English Language Learners of Color.
Marx, Sherry
This paper reports on a study that attempted to make white female student teachers aware of their racism in order to improve their capacity to teach in a multicultural and antiracist classroom. Despite meaning well, many white student teachers of children of color exhibit racism, for example, in the form of low expectations, resentment, and antipathy toward their students of color. Usually this racism is invisible to the white student teacher. The study, conducted by a teacher educator, uses open interviews, observation, the journals of a group of white female pre-service teachers, and the experience of tutoring an English language learning child of color to qualitatively examine the ways in which white racism and whiteness influence participant beliefs about English language learning children of color. A group of nine white females from a second language acquisition class at a large university volunteered to participate and were interviewed about race, whiteness, and white racism. Findings revealed that all participants were influenced by whiteness and white racism in many ways, some of which proved to be detrimental to the children they tutored. Yet all participants described themselves as nonracist and non-prejudiced. The second part of the study aimed to disrupt this mindset by drawing attention to its connections to whiteness and white racism and by exploring the personal relationship of each participant to these entities. The teacher educator brought attention to the racism heard in the student participants' comments and shared with them the transcripts of the first two interviews. (Contains 80 references.) (BT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A