The Affirmed (White) Teacher in a Cross-Race Context
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| Title: | The Affirmed (White) Teacher in a Cross-Race Context |
|---|---|
| Language: | English |
| Authors: | Shannon T. Brady (ORCID |
| Source: | Social Psychology of Education: An International Journal. 2024 27(1):47-68. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Racial Relations, White Teachers, Values Clarification, Values Education, Stress Management, Public School Teachers, Minority Group Students, Beginning Teachers, Well Being, Teacher Student Relationship, Individual Development, Teacher Education Programs |
| DOI: | 10.1007/s11218-023-09812-z |
| ISSN: | 1381-2890 1573-1928 |
| Abstract: | Within psychology, efforts to address racial-ethnic disparities in students' academic outcomes have focused primarily on students themselves. But there is another important person in classrooms: the teacher. In the United States, most racial-ethnically minoritized students are taught by White teachers. Drawing on research on cross-race interactions, we argue that for White teachers--especially those new to the profession--this dynamic is likely to elicit psychological threat, which then undermines their relationships with students, their well-being, and their effectiveness as an instructor. We hypothesized that values affirmation, a technique to mitigate threat and stress, could improve these outcomes. We randomly assigned White public school teachers (N = 109) at schools serving predominantly minoritized students to complete a values affirmation exercise or a matched control exercise in the fall of their first year of teaching. Five months later, affirmed teachers reported greater well-being and better teacher-student relationships than their control counterparts, and their classrooms were rated as more rigorous and more supportive of students' academic growth by trained observers. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1408446 |
| Database: | ERIC |
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| Abstract: | Within psychology, efforts to address racial-ethnic disparities in students' academic outcomes have focused primarily on students themselves. But there is another important person in classrooms: the teacher. In the United States, most racial-ethnically minoritized students are taught by White teachers. Drawing on research on cross-race interactions, we argue that for White teachers--especially those new to the profession--this dynamic is likely to elicit psychological threat, which then undermines their relationships with students, their well-being, and their effectiveness as an instructor. We hypothesized that values affirmation, a technique to mitigate threat and stress, could improve these outcomes. We randomly assigned White public school teachers (N = 109) at schools serving predominantly minoritized students to complete a values affirmation exercise or a matched control exercise in the fall of their first year of teaching. Five months later, affirmed teachers reported greater well-being and better teacher-student relationships than their control counterparts, and their classrooms were rated as more rigorous and more supportive of students' academic growth by trained observers. |
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| ISSN: | 1381-2890 1573-1928 |
| DOI: | 10.1007/s11218-023-09812-z |
