ERIC Number: EJ1063717
Record Type: Journal
Publication Date: 2015-Jul
Abstractor: As Provided
Reference Count: 80
Conflicts and Contradictions: Conceptions of Empathy and the Work of Good-Intentioned Early Career White Female Teachers
Warren, Chezare A.
Urban Education, v50 n5 p572-600 Jul 2015
Empathy is theorized to help teachers build strategic student--teacher relationships, develop productive parent partnerships, and acquire professionally informed social and cultural perspectives of students and families. However, this literature offers little empirical evidence regarding how practicing teachers conceive of and enact empathy in their work with students of color in urban schools. This article examines early career White female teachers' "conceptions" or beliefs about empathy, and how those conceptions inform their professional decision making. Findings suggest several conflicts and contradictions exist between teacher participants' conceptions of empathy's relevance to her teaching, and what they do in their actual teaching practice.
Descriptors: Empathy, Whites, Teacher Student Relationship, Parent Teacher Cooperation, Cultural Awareness, Educational Research, Teacher Attitudes, Decision Making, Educational Practices, Conflict, Teaching Methods, Urban Schools, Minority Group Students, Females, Culturally Relevant Education, Racial Attitudes, Risk, Racial Bias, Intention, Semi Structured Interviews, Structured Interviews, Phenomenology
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Interpersonal Reactivity Index