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ERIC Number: ED517772
Record Type: Non-Journal
Publication Date: 2010
Pages: 514
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1241-5363-6
"I Think They Feel Like Visitors," White Educators and the METCO Program: Perspectives of METCO and Race
Montano, Esta W.
ProQuest LLC, Ed.D. Dissertation, University of Massachusetts Boston
Since 1966, the Metropolitan Council for Educational Opportunity (METCO) has operated in suburban communities in Massachusetts as a voluntary desegregation program. In interviews, nine white educators revealed their perspectives of the METCO program in their district and discussed their beliefs about the ways that race and whiteness intersected with their teaching practice and affected their interactions with METCO students. Interviewees believed that in exchange for a better education than what was imagined to be available in Boston; METCO students brought "diversity" and "exposure" to the school, and could implicitly teach their suburban counterparts about urban realities and what life was like "outside of their bubble." Though participants voiced an unquestionable commitment to METCO students, the majority knew little about METCO students and their families and filled in gaps with assumptions. Several subjects knew little about the METCO program and were unaware which of their students were in it. Several participants expressed awareness of the significance of race and whiteness to their practice; for others, race appeared as a construct that confused rather than enlightened their practice. Despite the integrated racial and ethnic picture at the school, little dedicated thinking was carried out to understand what integration truly meant for the students or how the white dominance of educators and students who resided in town affected students of color. Participants saw the anti-bias course offered for district educators as a "good starting point," but called for additional interventions to ensure the sustainability of the knowledge gained through the course. Recommendations include implementing practices to provide educators with specific information about their METCO students, improving communication between educators and METCO families, and keeping discussions of race at the forefront. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts