White Teachers' Ethnic-Racial Socialization in Rural Elementary School Classrooms

• In Event: Moscone Center West Roundtable Session 5
  In Roundtable Session: #TeachingSoWhite: Examining Teachers, Teaching, and Contexts of Whiteness in Education

Abstract

This study explored White elementary school teachers’ experiences teaching students from diverse ethnic-racial backgrounds. Specifically, we focused on teachers’ attitudes, beliefs, and classroom lessons and conversations about ethnicity and race. Teachers (N=12) at a rural Midwestern elementary school completed semi-structured interviews. Results indicated common themes including that teachers frequently espoused colorblind beliefs, underestimated their students’ awareness of each other’s backgrounds, and incorporated ethnicity and race into their lessons in reaction to a student question or holiday. However, teachers also reported wanting more professional development around ethnic-racial socialization. Findings underscore the importance of professional development around anti-racist, anti-bias, and multicultural pedagogy for teachers.

Authors

• Taylor Hazelbaker, The College of St. Scholastica

• Rashmita Mistry, University of California - Los Angeles

• Sherri Larson, Pelican Rapids School District 548

• Jessica Bobish, University of California - Los Angeles