ERIC Number: EJ1084579
Record Type: Journal
Publication Date: 2016-Jan
Abstractor: As Provided
Reference Count: 51
An Analysis of a White Preservice Teacher's Reflections on Race and Young Children within an Urban School Context
Jackson, Tambra O.; Bryan, Michelle L.; Larkin, Melissa L.
Urban Education, v51 n1 p60-81 Jan 2016
Building upon research that theorizes and documents students' perceptions of race, racial attitudes, and treatment by teachers, this article explores the impact of resegregation on how children of Color see and experience race in schools, specifically in relation to their teachers. Drawing upon our interpretations of a White preservice teacher's interactions with two African American elementary students, the students' awareness of her race, and their subsequent "racialized" perceptions of her effectiveness as a teacher, we explore the domino effects of racial and economic segregation on young children's schooling experiences, particularly as they relate to their relationships with teachers.
Descriptors: White Students, Preservice Teachers, Student Attitudes, Racial Attitudes, Minority Group Students, Teacher Student Relationship, African American Students, Elementary School Students, Teacher Effectiveness, Educational Experience, Racial Segregation, Urban Education, Socialization, Enrollment Trends, Trust (Psychology), Critical Theory, Teacher Education, Journal Writing, Desegregation Litigation, School Desegregation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Authoring Institution: N/A
Identifiers - Location: South Carolina
Identifiers - Laws, Policies, & Programs: Brown v Board of Education