ERIC Number: EJ1164191
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Becoming a Race-Conscious Social Studies Teacher: The Influence of Personal and Professional Experiences
Martell, Christopher C.; Stevens, Kaylene M.
Social Studies, v108 n6 p249-260 2017
In this interpretive case study the researchers examined the beliefs of 13 self-identifying race-conscious secondary social studies teachers from diverse racial or ethnic, gender, and school-context backgrounds. The researchers found that the teachers' beliefs and views of practice were generally aligned with the main assertions of critical race theory. The teachers described their personal and professional experiences as a major influence on their race-conscious beliefs and views of practice. Moreover, teachers in diverse contexts described having to learn how to navigate the different racial experiences of the students in their classrooms, while teachers in racially segregated contexts (predominately White, Black, or Latino) emphasized the importance of teaching their students about others. Finally, despite the teachers' regular integration of race-related issues into their required and elective courses, they expressed a desire to have more opportunities to teach about race.
Descriptors: Social Studies, Race, Critical Theory, Beliefs, Racial Attitudes, Teaching Experience, Teacher Characteristics, Educational Practices, Secondary School Teachers, Qualitative Research, Interviews, Influences, Controversial Issues (Course Content), Barriers, Teacher Attitudes, Case Studies, Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A