NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ814636
Record Type: Journal
Publication Date: 2006-Nov
Pages: 18
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-1742-5964
Looking Inward: The Impact of Race, Ethnicity, Gender, and Social Class Background on Teaching Sociocultural Theory in Education
Skerrett, Allison
Studying Teacher Education, v2 n2 p183-200 Nov 2006
In this paper I examine how and to what extent various elements of my biography--race, ethnicity, gender, age, social class background, and prior personal and professional experiences--influenced my relationships with students in a graduate course examining the impact of race, gender, and social class on education. My lived experiences as an immigrant woman of color in United States society and my prior professional experiences as an urban teacher are shown to have strengthened my expertise and confidence in teaching this course. Nevertheless, experience confirmed my initial concerns that my race, gender, and social class background negatively influenced some students' perceptions of my teaching competence and position of authority in the classroom. The paper concludes with recommendations for teacher education, including encouraging teachers to continuously engage the question of how their biographies shape their pedagogies and relationships with students, an important undertaking as our schooling populations become more racially, ethnically, and linguistically diverse. I also recommend that universities continue to recruit faculty who are not only from racial minority backgrounds but also from varied ethnic and social class backgrounds.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States