“I Do Want to Know”: Case Studies of Effective Teachers of Students of Color
This action research study explores shared characteristics of the background, teacher training and life experience of four white teachers at Midwestern inner city performing arts high school. These characteristics helped the teachers develop the skills and abilities to successfully form effective working relationships with students of color. In semi-structured interviews and classroom observations of the research participants, the teachers shared and demonstrated their personal experiences, training and approaches to instructing students of color. The researcher analyzed the data using a qualitative action research methodological approach.
The data analysis revealed four themes for improving teacher practice: 1) classroom strategies, 2) work on self, 3) work on relationships with students, and 4) specific personal qualities to cultivate. Research participants shared suggestions and recommended resources to their faculty peers who want to better support the learning of students of color.
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The data analysis revealed four themes for improving teacher practice: 1) classroom strategies, 2) work on self, 3) work on relationships with students, and 4) specific personal qualities to cultivate. Research participants shared suggestions and recommended resources to their faculty peers who want to better support the learning of students of color.
Click a button below to read the research paper, view the conference poster or see an expanded list of resources on social justice activism and educational equity.