- Browse
Search
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse Sessions by Descriptor
Browse Papers by Descriptor
Browse Sessions by Research Method
Browse Papers by Research Method
- Information Menu
Search Tips
Annual Meeting Housing and Travel
- Navigation and Settings Menu
Personal Schedule
Change Preferences / Time Zone
Sign In
- Social Media Menu
Facebook
X (Twitter)
Acknowledging and Addressing Culture, Race, and Bias Within Schools
Fri, April 9, 4:10 to 5:40pm EDT (4:10 to 5:40pm EDT), SIG Sessions, SIG-Critical Educators for Social Justice Paper and Symposium SessionsSession Type: Symposium
Abstract
Anti-racist learning environments with culturally responsive caring adults are essential for the academic success and development of youth (Gay, 2018; Bennett, 1995; Vavrus, 2002; Darling-Hammond, 2017). To promote antiracist classroom practices as a multifaceted construct that includes emotional, social, psychological, and racial and cultural factors, we bring together interdisciplinary scholars to examine how teachers’ perceptions and practices become particularly important when interacting with vulnerable youth of color. The authors draw on diverse methodologies and theoretical approaches to understand the critical role of teachers’ sensemaking and practice when supporting racially minoritized high school students. Implications for addressing race, culture, and bias within the school context will be discussed.
Sub Unit
Chair
Papers
Teachers' Racial Inequity Beliefs as Predictors of Perceptions of Students' Behavior - Kamilah B. Legette, University of Denver; Amber Majors Ladipo, University of North Carolina - Chapel Hill; Amy Halberstadt, North Carolina State University
Examining How Educators Within an Inclusive STEM High School Make Sense of "Inclusivity" - Gauri A. Vaishampayan, Self-employed
Developing Teachers' Cultural Knowledge Base: Looking at Formal Mechanisms in Predominately African American Schools - Fatima M Brunson, University of Pittsburgh
Understanding Teachers' Ethnic-Racial Socialization Practices as a Tool to Combat Racial Stress for Youth - Farzana Saleem, University of California - Los Angeles; Lionel Howard, The George Washington University; Cameron Schmidt Temple, University of California - Berkeley; Jacelyn Osarugue Omusi; Tyrone C. Howard, University of California - Los Angeles; Audra Langley