The Effects of Secondary Teacher Bias on Instruction and Classroom Interaction: A Qualitative Multiple Case Study
Başlık:
The Effects of Secondary Teacher Bias on Instruction and Classroom Interaction: A Qualitative Multiple Case Study
Yazar:
Buckles, Melissa, author.
ISBN:
9780355961362
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (144 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Advisors: Joanna Vance Committee members: Candace Mazze; Julia Watkins.
Özet:
Academic disparities occur between marginalized students and higher achievers due to the biases that teachers bring to their classrooms. A general problem encountered by many marginalized students is the explicit and implicit biases that secondary education teachers have toward marginalized students. The purpose of this qualitative multiple case study was to explore secondary teachers’ biases toward marginalized students and observe how the biases affect the teachers’ expectations, behaviors, and interactions with students. The research participants included six female high school teachers, who taught math, science, and English. Data was collected using semi-structured interviews, observations, and Implicit Association Tests (IAT). After coding and analysis of the data, eight themes emerged from the four research questions. Research question 1 included three themes: (a) explicit and implicit biases occurred toward behavior based on student race and gender; (b) explicit and implicit biases occurred toward expectations based on student race, gender, socio-economic status, and ESOL, general education, or IB status; and (c) explicit and implicit biases occurred toward instruction based on students’ ESOL, general education, or IB status and gender. Research question 2 included two themes: (a) academic expectations were affected by student general education, IB, or ESOL status; and (b) behavioral expectations were affected by student race and gender. Research question 3 included one theme: instructional practices changed based on student general education, IB, or ESOL status. Research question 4 included two themes: (a) teachers understood explicit bias associated with student status and the effects of their teaching performance; and (b) gender and racial bias were not explicitly expressed but implicitly uncovered. Results from the study showed that the participants’ explicit and implicit biases toward marginalized students focused on the expectations of students from groups associated with race, gender, and student labeled status: International Baccalaureate (IB), general education, English for Speakers of Other Languages (ESOL) and special education (SPED). The recommendations encourage school leaders to provide professional developments that provide bias awareness for teachers and provide the necessary support for the classroom. Future research studies should include schools from varying locations, large and small, and varying degrees of diversity using male and female teachers from all disciplines for comparison.
Notlar:
School code: 1443
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
---|---|---|---|
XX(680968.1) | 680968-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
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