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ERIC Number: EJ1063074
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 59
The Utility of Empathy for White Female Teachers' Culturally Responsive Interactions with Black Male Students
Warren, Chezare A.
Interdisciplinary Journal of Teaching and Learning, v3 n3 p175-200 Fall 2013
Teachers aiming to become culturally responsive must be concerned with negotiating professional interactions that produce favorable outcomes for the culturally diverse students under their charge. Very few studies offer empirical evidence of empathy's utility in the culturally responsive classroom, especially when the teacher is culturally different from his or her students. This study is an examination of empathy's benefit for improving the student-teacher interactions of four White female educators and a group of their Black male students. Findings suggest that empathy helps: a) facilitate teachers' instructional flexibility and risk-taking; b) establish trusting student-teacher relationships; and c) support teacher's ability to intervene proactively to ensure students meet high academic expectations. The nature, importance, and usefulness of empathy for helping teachers maintain interactions with youth that produces evidence of cultural responsiveness are discussed.
Descriptors: Whites, African American Students, Cultural Awareness, Empathy, Teacher Student Relationship, Males, Culturally Relevant Education, Risk, Academic Achievement, Intervention, Educational Practices, Focus Groups, Student Attitudes, High School Students, Perspective Taking, Trust (Psychology)
Southern University and A & M College. College of Education, Arts and Humanities, PO Box 9983, Baton Rouge, LA 70813. Tel: 225-771-2291; Fax: 225-771-2292; e-mail: email@example.com; Web site: http://www.subr.edu/index.cfm/subhome/36
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A