了解教师在学校与学生的民族-种族社会化实践:定性调查

IF 1.7 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Urban Education Pub Date : 2024-01-31 DOI:10.1177/00420859241227961
Farzana Saleem, Lionel C. Howard, Cameron Schmidt-Temple, Audra Langley, Tyrone Howard
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引用次数: 0

摘要

民族-种族社会化(ERS)对于有色人种青少年在种族化的世界中游刃有余至关重要。有必要了解教师的做法是基于家庭的 ERS 的延伸。本研究探讨了在两所大型多元化高中就读的非裔美国人和拉丁裔青少年中教师的种族-种族社会化参与情况。利用专题分析和编码者之间的一致意见,进行了两个 90 分钟的焦点小组讨论(n = 15)。教师们报告了细微的 ERS 信息和方法。促进因素和障碍包括宏观层面(即机构)、中观层面(即社区)和微观层面(即个人)。研究结果与家长的 ERS 既有一致之处,也有不同之处,对城市学校的教师实践具有启示意义。
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Understanding Teachers’ Ethnic-Racial Socialization Practices with Students in Schools: A Qualitative Inquiry
Ethnic-racial socialization (ERS) is essential for youth of color to navigate the racialized world. There is a need to understand teachers’ practices as an extension of family-based ERS. This study explores teachers’ ERS engagement with African American and Latine adolescents attending two large, diverse high schools. Two 90-minute focus groups were conducted ( n = 15), utilizing thematic analysis and inter-coder agreement. Teachers reported nuanced ERS messages and methods. Facilitators and barriers ranged from macro (i.e., institutional), meso (i.e., community), and micro-level (i.e., personal). Findings are understood within congruency or distinction from parental ERS with implications for teacher practices within urban schools.
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来源期刊
Urban Education
Urban Education Multiple-
CiteScore
6.30
自引率
17.40%
发文量
75
期刊介绍: Get hard-hitting, focused analyses of critical concerns facing inner-city schools in Urban Education. For almost 40 years, Urban Education has provided thought-provoking commentary on key issues from gender-balanced and racially diverse perspectives. Subjects include: •Mental health needs of urban students •Student motivation and teacher practice •School-to-work programs and community economic development •Restructuring in large urban schools •Health and social services
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