ERIC Number: EJ1121838
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Social Justice Teaching through the Sympathetic Touch of Caring and High Expectations for Students of Color
Rojas, Leticia; Liou, Daniel D.
Journal of Teacher Education, v68 n1 p28-40 Jan-Feb 2017
This 1-year qualitative study examined the ways in which nine social justice-oriented teachers in racially segregated schools defined and fostered sympathy with low-income students of color. These teachers reportedly defined sympathy on the basis of caring and high expectations, which challenged traditional notions of sympathy as a teacher cue for low ability and lowered expectations for learning. Building upon W. E. B. Du Bois's concept of "sympathetic touch," the findings of this study revealed that the teachers fostered sympathy through perceptions of fairness in educational opportunities, education as a method to challenge class oppression, the use of curriculum to communicate caring, and high expectations to promote students' histories, self-respect, and preparation for a more just future. The results of these findings have implications for how society currently views teacher effectiveness, and future discussions regarding teacher education, school accountability, and teacher evaluation.
Descriptors: Social Justice, Caring, Minority Group Students, Qualitative Research, School Segregation, Teacher Effectiveness, Teacher Evaluation, Low Income Students, Teacher Expectations of Students, Teacher Attitudes, Teacher Student Relationship, Phenomenology, Interviews, Secondary School Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A