Teacher Student Interactions And Race In Integrated Classrooms Essay
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"Teacher--Student Interactions and Race in Integrated Classrooms"
Studies have shown in the past that there is racial bias in classrooms. Many say that African American students are treated more poorly than Caucasian American students. Examples include less student-teacher interaction, less praise given and less help being given to African American students. A recent study showed that approximately 9 out of 10 teachers are Caucasian females from predominantly suburban settings. The study concluded that, from their background, these Caucasian female teachers had little contact with the African American culture, thus making it slightly more difficult to work with them and having a low tolerance towards them and their actions.
In this article, an experiment was performed that would show whether former studies still remained true. 417 seventh graders were chosen for this experiment, all living in southeastern Louisiana. The students that were studied were 184 African Americans (101 girls, 83 boys); 233 Caucasian Americans (121 girls, 112 boys). The selected class was a social studies classroom made up of "low achievers". This class was chosen because it should have proven to have the most interaction between student and teacher. 16 Caucasian female teachers were also chosen, 2 from 8 schools. They were chosen by the principal because of many years of teaching experience and positive evaluations for all of their years teaching. After being studies for 32 hours (between all classrooms), the results were figured. When asked questions, Caucasian students responded more than African American students did. They raised their hands more often and always tended to be involved with the discussion. It was also shown that when questions were given that required deep thought to answer, Caucasian children were called upon almost twice as much as the other students. When it comes to praise, Caucasian American students received more than African American students, both for correct and incorrect answers. When a Caucasian student responded incorrectly, they were praised slightly, at least for answering, and directed towards the correct answer. However, when an African American student, answered incorrectly, they were told that they were wrong and the question was moved onto another person.
This study showed also that females had more interaction with teachers than did the males in the class. The females, of both races, tended to be more outgoing and involved in all discussions. The males were called on more frequently than females, mostly because the teacher thought that they weren't paying attention. In conclusion, in most every aspect where race was a factor, Caucasian students received more attention, more praise, and more interaction with the teacher than did African American students.
I thought at the beginning of the article that I knew what the outcome would be. If you have never lived near or interacted with people from other cultures, not only African Americans, but Bosnians, Asians, and Russians included, you do not know how to act towards them. Whether a teacher or a friend, the most important thing that we don't want to do...
Casteel, Clifton A. (1998). Teacher--Student Interactions and Race in Integrated Classrooms. The Journal of Educational Research, 92, 115-121.MLA Style
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