Download or read book Teachers Years of Experience Race ethnicity and Gender as Predictors of Their Culturally Responsive Classroom Management Self efficacy Beliefs written by Faye Marshall-Sterling and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, predictive correlational study is to determine how accurately teachers' culturally responsive classroom management self-efficacy beliefs can be predicted from a linear combination of teachers’ years of experience, race/ethnicity, and gender. The problem related to the proposed quantitative study is that discipline disparities exist in the school milieu, whereby the root cause could be teacher-related variables such as years of experience, race/ethnicity, and gender. The current study used a convenience sample of 103 teachers from social media teacher groups. Critical race theory and Bandura’s (1977) self-efficacy theory provide a theoretical lens from which teachers’ efficacy in providing culturally responsive teaching practices for their students can be examined. The null hypothesis states that there will be no significant predictive relationship between the criterion variable and the linear combination of the predictor variables. The Culturally Responsive Classroom Management Self-Efficacy (CRCMSE) Scale and a demographic questionnaire were utilized for data collection. A multiple linear regression analysis revealed that the variables collectively predicted teachers’ CRCMSE, F (3, 99) = 3.235, p = .026, adj. R2 = .062. A Pearson Correlations matrix indicated that teachers’ years of experience is the best predictor variable of the criterion variable, teachers’ CRCMSE scores, r (101) = -.277, p
Download or read book Examining the Relationship Between Multicultural Efficacy and Culturally Responsive Classroom Management Self efficacy Among K 12 Teachers written by Shalise M. Taylor and published by . This book was released on 2020 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this multiple regression study was to examine the relationship between multicultural self-efficacy and culturally responsive classroom management self-efficacy (CRCMSE). In addition, the study examined if attitude toward diversity and experience with diversity are significant predictors of teachers’ sense of CRCMSE. The Multicultural Efficacy Scale (MES) and CRCMSE Scale was distributed to a sample of K-12 public school teachers working in a large Virginia school division. Multiple regression analysis was conducted to test the relationship between the predictor variables (multicultural self-efficacy, attitude toward diversity, and experience with diversity) and the criterion variable (CRCMSE). Pearson R2 was calculated to determine the effect size between the predictor and criterion variables, while descriptive statistics was calculated to determine frequencies, percentages, central tendencies, and variations. Prior research indicates that teacher beliefs influence student outcomes, particularly in settings with culturally and ethnically diverse students. The results found experience with diversity and multicultural efficacy to be statistically significant predictors of CRCMSE. Attitude toward diversity was not found to be a statistically significant predictor of CRCMSE.
Download or read book Cultivating Culturally Responsive Reform written by Michelle Sadrena Pledger and published by . This book was released on 2018 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite numerous education reform efforts, national academic achievement data continues to reflect a marked disparity between culturally and linguistically diverse students and their white counterparts. Currently, 50% of K-12 public school students are students of color, and this percentage is projected to increase as the cultural composition of United States diversifies. Research indicates that, regardless of race, the vast majority of educators are not adequately prepared to respond to the academic and socioemotional needs of culturally and linguistically diverse students, further emphasizing the need for legitimate reform in educational policy and pedagogical practice. This study explored how the practice of culturally responsive pedagogy can help close opportunity gaps and improve instructional practices and academic success rates for students of color. The study takes a comprehensive look at federal policy, theoretical frameworks, and the foundations of culturally responsive pedagogy. It goes on to examine culturally responsive pedagogy in practice, as well as teacher, school, and leadership characteristics that help promote a culturally responsive educational environment. This multiphase mixed methods approach utilized surveys, background questionnaires, and case study data from self-selected improvement pathways to 1) better understand the intersectionality of teachers' backgrounds and beliefs and its impact on pedagogical behavior, and 2) identify the impact of collegial coaching and personalized professional development design on the improvement of culturally responsive teaching and classroom management self-efficacy. The study found that cultural disposition awareness, values-influenced teaching philosophy, and propensity for professional growth impact culturally responsive teaching behavior. The study also determined that culturally responsive pedagogy self-efficacy beliefs, which are predictive of behavioral change, increased for teachers in all three improvement pathways, though the extent of increase varied based on the selected pathway and case study participant. These findings have implications for practice as teachers can improve their ability to meet the needs of culturally and linguistically diverse students, and implications for policy, in that schools and districts can design policy that supports effective implementation of professional development and coaching that centers on cultivating self-efficacy in culturally responsive instruction for the purpose of improved academic and socioemotional outcomes for all students.
Download or read book Educating for Equity and Excellence written by Geneva Gay and published by Teachers College Press. This book was released on 2023-10-27 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this collection of articles, Geneva Gay invites readers to make educational equity and excellence for all students a reality, not just an ethic or an ideal. Through teaching narratives and pragmatic examples, Gay illustrates that a combination of ideology, ethics, personal commitment, and praxis on the part of educators is essential to achieving equity for underachieving racial and ethnic minority students. The text is organized into three themes: Identity (how the identities and behaviors of educators are influenced by their membership in ethnic and cultural groups); Ideology (how the beliefs, attitudes, and expectations of educators shape their behaviors and instruction); and Action (suggestions for equitable teaching, classroom management, curriculum development, and teacher preparation). Each individual essay can be read separately, but they are especially powerful when read in conjunction with each other. Educating for Equity and Excellence is applicable to a broad spectrum of teaching contexts, including early childhood, elementary, secondary, and college. Book Features: A good blend of ideas and actions for teaching diverse students, including Black, Asian American, Native American, and Latinx students. Narratives from the personal experiences of the author as well as those of other education scholars, researchers, and practitioners. Suggested teaching actions applicable to educating students at different grade levels and abilities. Easy-to-understand chapters, with pragmatic explanations, that describe complex conceptual ideas. Recommended actions for promoting and sustaining equity across contexts. She received the 2023 AERA Division B (Curriculum Studies) Lifetime Achievement Award.
Download or read book Evidence Based Approaches to Becoming a Culturally Responsive Educator Emerging Research and Opportunities written by Broughton, Anthony and published by IGI Global. This book was released on 2019-05-31 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: Culturally relevant approaches to teaching, such as using music that is culturally relevant to the children in a classroom, has fostered positive social and academic outcomes. By connecting a students home culture to their classroom culture, meaningful relationships can form. However, many teachers do not have adequate support to guide them as they aspire to reach their diverse students. Evidence-Based Approaches to Becoming a Culturally Responsive Teacher: Emerging Research and Opportunities is a critical scholarly resource that delves into the conceptualizations and belief systems that drive culturally relevant teachers to teach and learn in ways that produce favorable outcomes for all children. Additionally, it prompts and promotes scholarship that allows teachers to become critically reflective and conscious of their teacher identity, beliefs of children, educational beliefs, teaching/learning approaches, and personal/professional development. Highlighting topics such as learning outcomes, pedagogy, and teacher preparation, this book is ideal for academicians, researchers, educators, administrators, and education students.
Download or read book Ethnic Matching written by Donald Easton-Brooks and published by Rowman & Littlefield. This book was released on 2019-03-13 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
Download or read book It s about More Than Just be Consistent Or Out tough Them written by Terrance Michael Hubbard and published by . This book was released on 2005 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Until recently, research on the relationship between classroom management and culturally responsive teaching has remained distinctly separated. Researchers in each field of study have focused on issues pertinent to their respective areas of study. Missing is research that explores how teachers make sense of and come to understand issues of cultural diversity in their classroom management approaches. This qualitative research is based on case studies of the perceptions and interpretations of three White, female, middle school teachers. The participants were nominated as successful teachers of African American students and effective classroom managers by their principal and other teachers in the building. The purpose of the study was to examine and describe the influence of diversity on the teachers' classroom management practices. The increase in African American students in urban middle schools together with the low number of African American teachers means that the majority of students will be taught by White, middle-class, teachers. Although these teachers may have good intentions, they may not have the cultural background and dispositions to deliver the most appropriate classroom management approach to this group. Research indicates that teachers may lack cultural self-efficacy, cultural information, and cultural experience that may result in subjecting African American students to ethnocentric attitudes, damaging communication, and culturally insensitive discipline and interventions. The cumulative effects of poverty, racial segregation, low expectations, and misinformation about the cultural background of African American students have placed them in an exceptionally high-risk category for school disciplinary consequences. While many reasons can be attributed to the high suspension and expulsion rates experienced by this population, the fact that African American students infrequently share the cultural framework of their teachers may be a factor in the creation of the racialized discipline gap in public schools. There is a critical need to identify reform initiatives that can reduce disciplinary inequity and increase educational opportunities for African American students. This research examines teachers' sense-making about classroom management and culturally responsive pedagogy and the relation between them in their practice. Data was analyzed using constructivists, sociocultural, and critical race theory. The following themes emerged: (a) developing personal relationships based on respect, trust, and caring; (b) teacher confidence and cultural efficacy; and (c) intervention as guiding, mediating, and scaffolding.
Download or read book Transforming Equity Into Lasting Solutions written by Aliceia Varriale and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Culturally relevant teaching is proposed as a powerful method for increasing student achievement and engagement and for reducing achievement gaps. Nevertheless, the research demonstrating its effectiveness consists primarily of case studies of exemplary classrooms. This research sought to find any disparities that may arise due to challenges in equity policies by examining teachers' racially conscious belief in operationalizing culturally responsive teaching. Due to its constructivist nature, culturally relevant pedagogy (CRP) approach relies on the beliefs and attitudes of educators with respect to cultural efficacy, their view-points of the world and its cultures and their dispositions on race. The Culturally Responsive Teaching Self-Efficacy (CRTSE; Siwatu, 2007) scale and the Color-Blind Racial Attitude Scale (CoBRAS; Neville et al., 2000) along with teachers' race and academic subject were used to gauge teachers input for possible relationships and to answer the research questions. Study participants consisted of 195 in service public school teachers taken from two school districts located in the suburbs of Eastern New York. Comparative and correlational analysis were utilized to explore the correlation between teachers' self-reported information. Findings revealed significant differences amongst teachers' racial groups with regards to color blinded racial attitude (CoBRAS) and all of CoBRAS factors; Unawareness of Racial Privilege, Unawareness of Institutional Discrimination and Unawareness of Blatant Racial Issues. The results also showed significance between African American teachers' group levels in culturally responsive self-efficacy and color blinded racial attitude. Culturally responsive teaching demands that teachers have a critical attitude towards the social forces that generate inequality. Understanding teachers' experiences of culturally sensitive teaching and their racially conscious stance provides insight into the support structures and professional development that are needed for teacher self-efficacy. With modifications to this study, such as sample size and region, further analysis may bring a different response. There must be a continuation of lift and promotion of the race consciousness of educators in order to overcome their own cultural prejudices and tackle the structural origins of racism in school policies and practices.
Download or read book Race and Gender in the Classroom written by Laurie Cooper Stoll and published by Lexington Books. This book was released on 2013-07-22 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: Race and Gender in the Classroom explores the paradoxes of education, race, and gender, as Laurie Cooper Stoll follows eighteen teachers carrying out their roles as educators in an era of “post-racial” and “post-gendered” politics. Because there are a number of contentious issues converging simultaneously in these teachers’ everyday lives, this is a book comprised of several interrelated stories. On the one hand, this is a story about teachers who care deeply about their students but are generally oblivious to the ways in which their words and behaviors reinforce dominant narratives about race and gender, constructing for their students a worldview in which race and gender do not matter despite their students’ lived experiences demonstrating otherwise. This is a story about dedicated, overworked teachers who are trying to keep their heads above water while meeting the myriad demands placed upon them in a climate of high-stakes testing. This is a story about the disconnect between those who mandate educational policy like superintendents and school boards and the teachers who are expected to implement those policies often with little or no input and few resources. This is ultimately a story, however, about how the institution of education itself operates in a “post-racial” and “post-gendered” society.
Download or read book Rooted in Joy written by Deonna Smith and published by John Wiley & Sons. This book was released on 2023-07-25 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: How teachers can unlock the power of inclusivity and joy to transform their classroom and behavior management In Rooted in Joy: Creating a Classroom Culture of Equity, Belonging, and Care, educational justice advocate and educator Deonna Smith delivers a unique blend of theory, academic frameworks, narrative, and digestible advice on impacting deeply rooted school culture challenges and managing the day-to-day classroom. This research-based book brings a friendly and accessible voice to a complex issue, making the subject matter easy to follow and apply in the real world. In the book, you’ll build your toolbox for cultivating a inclusive and joyful classroom culture throughhumanizing your students and acknowledging the role that culture and race play in the educational system.You’ll also: Find valuable, downloadable resources that complement and highlight the topics discussed in the book Discover resources suited to first-year teachers, as well as educators with decades of experience in the classroom Discover ways to improve learning outcomes for all students An essential and practical resource for teachers, administrators, principals, and other education leaders, Rooted in Joy will also benefit education policymakers, regulators, and other public officials seeking advice on how to shape the next generation of school policy.
Download or read book An Exploratory Study of the Career Decisions of African American AndHispanic Teachers written by Johnnye Waller and published by . This book was released on 2010 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a need for culturally diverse teachers. Weiher (2000) studied the relationship between African American and Hispanic student achievement and schools with teachers from diverse ethnic backgrounds. Results indicated the greater the difference between the percentage of ethnically diverse teachers and the percentage of diverse students, the lower the percentage of students who score proficient on the state test. Exposure to various cultural experiences is important to quality education (Anda 1984; Eubanks & Weaver, 1999; Irvine, 1989; King, 1993; Morris, 1990). These experiences prepare students for success in a global market. In 2004 Hobson-Horton and Owens found almost one third of the student population was non-white, compared to 12% of the teacher population. A lack of ethnically diverse teachers fosters a need to learn about the career decision of African American and Hispanic teachers. Lent, Brown, and Hackett (1994) developed social cognitive career theory (scct) which suggests that occupational interests extend from three cognitive variables including self-efficacy beliefs, outcome expectations, and personal goals (Lent & Brown, 1996). Self-efficacy is a person's beliefs in his capabilities to successfully engage in an activity and develops from past performances, vicarious learning, social persuasion, and anxiety management. The origin of self-efficacy relates to one's family, gender, ethnicity, socioeconomic status, and level of educational experiences (Betz, 2004). According to Hackett and Byars (1996) the research on career development has not addressed the influences of race and ethnicity. Due to this lack of research, the focus of this research was upon vicarious learning and social persuasion, which deal with cultural and familial influences. Findings indicated that vicarious learning had an impact on the career decision-making process for African American and Hispanic teachers. Social persuasion had little influence on the decision making process. Recommendations for the school district were to begin early developing an awareness of teaching as a career. Interested students should be involved in "teaching experiences". Assigning a mentoring teacher provides vicarious learning opportunities. The district should provide a "Grow Your Own" scholarship program. Community support was essential for encouraging teachers to move into the district. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Download or read book The Impact of Classroom Practices written by Antonio L. Ellis and published by IAP. This book was released on 2021-02-01 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: Debates regarding the qualities, skills, and dispositions of culturally relevant teachers and teaching have raged in teacher education for several decades. Ladson-Billings’ (2009) The Dreamkeepers: Successful Teachers of African American Children was a groundbreaking work that has become a foundational study that informs the work of culturally-relevant (Ladson-Billings, 2009) and culturally-sustaining (Paris & Alim, 2017) teaching. In her book The Dreamkeepers she describes effective teachers who are able to draw from the cultural wealth, knowledges, and heritage of Black communities. The Dreamkeepers ensured that their Black students were academically successful, retained, and grew both in terms of their cultural competence and their sociopolitical awareness. In other words, according to research by Ladson-Billings (2009), effective teachers possessed both pedagogical and relational dispositions, which leave lifelong impacts on the academic and social lives of the students they teach. While being a foundational text, what remains missing from the research on culturally-relevant and even culturally-sustaining teachers are “narratives” (read: stories, testimonios, etc.) related to how the race of particular E–12 teachers positively impact the lives of their students. For instance, Dr. Antonio Ellis (the first editor of the proposed book) describes his high school music teacher Mr. Linard McCloud) as “a highly effective African American music educator who changed the course of his life” (p. 170). Ellis (2016) describes McCloud as being loving, caring, creative, culturally sensitive, attuned, hopeful, flexible, organized, and thoughtful. Because Mr. McCloud possessed the aforementioned characteristics and dispositions, Ellis contends that he was motivated to achieve academically and socially in his urban high school. In addition, according to Ellis (2016), Mr. McCloud was a highly impactful educator because he went beyond the call of duty as a teacher—a practice that is not so common in schools, particularly urban ones. Not only did McCloud teach in the classroom setting, but he also built strong relationships with families, community members, and external stakeholders including local businesses, colleges, and universities. Mr. McCloud used these networks to leverage opportunities for his students academically, personally, and professionally. Like many of his high school classmates, Ellis (2016) contends that he would not have graduated from high school if it were not for the care and mentorship he received from Mr. McCloud. In this proposed edited volume, it is the editors’ goal to honor teachers like Mr. McCloud who have made a difference in the lives of their students by learning from their impactful practices. Employing a “critical storytelling” methodology (see Hartlep & Hensley, 2015; Hartlep, Hensley, Braniger, & Jennings, 2017), each chapter contributor will use his or her own narrative to show the power of influential teachers in classrooms. While this framework centers race, lived and learned experiences, the storyteller is the most important unit of narrative; hence, The Impact of Classroom Practices: Reflections on Culturally Relevant Teachers will include African-American storytellers who reflect on the impact of classroom practices of teachers from diverse backgrounds who they deemed culturally relevant and responsive to both their academic and social needs. This work will offer recommendations to pre-service teachers and in-service teachers who desire to leave a lasting impact on the students they teach.
Download or read book Gender Race and Class in the Lives of Today s Teachers written by Lata Murti and published by Springer Nature. This book was released on 2021-09-21 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume explores the professional experiences of a vast array of educators through a series of research essays that focus on the interplay of gender, race, class, and sexualities as well as how these dynamics influence the educators’ teaching. The volume illuminates this interplay not only in traditional classroom settings, but also in non-traditional contexts such as prisons and juvenile detention facilities, family education, dual-language immersion programs, early childhood education, and higher education, including teacher training programs. The concluding chapter, written by the editors, provides general recommendations for recruiting and retaining a more diverse teacher workforce worldwide. From autoethnographies to pláticas, testimonios and in-depth interviews, this qualitatively rich volume offers powerful and timely insights about the experiences of teachers who are too often overlooked. Gilda L. Ochoa, Professor of Chicana/o Latina/o Studies This illuminating book centers educators’ intersectional subjectivities and lived experiences, bringing to life the radical possibilities of transformative education. It is a much needed resource for anyone invested in understanding and advancing education as a catalyst for equity and social justice. Lorena Garcia, Associate Professor of Sociology & Latin American and Latino Studies
Download or read book Let s Get Real written by Martha Caldwell and published by Routledge. This book was released on 2016-07-15 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: This new book is a vital resource for any teacher or administrator to help students tackle issues of race, class, gender, religion, and cultural background. Authors Martha Caldwell and Oman Frame, both lifelong educators, offer a series of teaching strategies designed to encourage conversation and personal reflection, enabling students to think creatively, rather than stereotypically, about difference. Using the Transformational Inquiry model, your students will learn to explore their own identities, share stories and thoughts with their peers, learn more through reading and research, and ultimately take personal, collaborative action to affect social change in their communities. You’ll learn how to: Facilitate dynamic classroom discussions in a safe and empathetic environment Encourage students to think and talk objectively about complex and sensitive issues such as race, gender, and social class Help students cultivate valuable communication, critical thinking, and writing skills while developing their identities in a healthy way. Develop your teacher identity in a positive way to better support your students’ growth and self-discovery The strategies in this book can be adapted for any middle school or high school curriculum, and each chapter includes a variety of lesson plans and handouts that you can use in the classroom immediately. These resources can also be downloaded from the authors’ website: www.ichangecollaborative.com.
Download or read book Race Culture and Schooling written by Peter C. Murrell, Jr. and published by Routledge. This book was released on 2017-09-25 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: Responding to a need for greater cultural competence in the preparation and development of teachers in diverse public school settings, this book investigates the critical developmental and social processes mediating students’ academic identities in those settings posing the greatest challenges to their school achievement and personal development. It provides an accessible, practice-oriented culturally responsive framework for teachers in American schools. Murrell proposes a situated-mediated identity theory that emphasizes examining not just the child, not just the school environment, but also the child in-context as the unit of analysis to understand how both mutually constitute each other in the social and cultural practices of schooling. He then develops this theory into an applied psychology of identity and agency development among children and youth as well as their teachers, striving together for academic achievement in diverse school settings. For researchers, professionals, and students in multicultural education, educational and developmental psychology, social and cultural foundations of education, and teacher education, Murrell’s cultural practices approach builds on current thinking about multicultural teacher preparation and provides the practice component underpinning theories about cultural competence.
Download or read book An Examination of Elementary School Teachers Belief about Their African American Students with an Analysis of Selected Characteristics of Schools in One Urban School District written by Otoniel Marrero and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationship between five factors: teacher efficacy, teacher beliefs, cultural responsive classroom management, cultural awareness, and cultural sensitivity among African American, European American and Hispanic American elementary school teachers. The five factors were part of eight factors originating from the Cultural Awareness and Belief Inventory (CABI) given to Pre-kindergarten through Grade 12 teachers in an urban public school district in Houston, Texas during the 2005-2006 school year. A MANOVA using SPSS was conducted for the sample of 208 teachers from grades kindergarten through fourth to assess whether differences exist between the ethnic groups. The five factors served as the dependent variables and the ethnicities of the teachers were the independent variables. A further analysis was conducted of the elementary schools which participated in the CABI for two purposes. The first purpose was to ascertain the number of teachers with strong efficacy beliefs, and the second purpose was to identify common and distinctive characteristics among those schools. Results were analyzed using standardized test scores from the Texas Assessment of Knowledge and Skills (TAKS) as well as Academic Excellence Indicator System (AEIS). The results of the MANOVA revealed a significant difference among the teacher ethnic groups only with Cultural Sensitivity. Further tests revealed the difference in Cultural Sensitivity, which could be explained by ethnicity, was relatively small. While African American teachers obtained slightly higher mean scores on some of the items related to the factors, the three teacher ethic groups had similar mean scores in the majority of the items. Each of the teacher groups demonstrated an overall optimism for the five factors, reflecting positive beliefs about African American students and their capabilities to achieve in school. Each of the five urban schools had similar but also distinctive characteristics. The analysis of the schools with high teacher efficacy revealed them to have a high number of economically disadvantaged students. The only other commonality was very high retention rates among the schools. The high retention rates were inconsistent with practices of effective schools.
Download or read book Race and Ethnicity in the Study of Motivation in Education written by Jessica T. DeCuir-Gunby and published by Routledge. This book was released on 2016-06-17 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Race and Ethnicity in the Study of Motivation in Education collects work from prominent education researchers who study the interaction of race, ethnicity, and motivation in educational contexts. Focusing on both historical and contemporary iterations of race-based educational constructs, this book provides a comprehensive overview of this critical topic. Contributors to the volume offer analyses of issues faced by students, including students’ educational pursuits and aspirations, as well as the roles of students’ family and social networks in achieving educational success. A timely and illuminating volume, Race and Ethnicity in the Study of Motivation in Education is the definitive resource for understanding motivation issues posed by non-dominant groups—including African American, Latino, Asian-Pacific Islanders, and Arab-American students--in educational contexts
