Black Male Students and White Female Teachers: Learning From Experiences

• In Event: AERA Poster Session 12
  In Poster Session: New Directions in Learning Environments Research (San Diego)

Abstract

Five black male students, more than half of whose K-12 teachers were white women, were interviewed three times each about school-related experiences and the meanings they attached to them. These narratives were then used to construct strategies teachers can use to improve the teaching and learning dynamic and reduce race-based educational barriers for black males in their school-based learning environments. Suggested strategies relate to recognizing cultural differences, practicing tolerance by understanding students, treating all students as equals as opposed to making assumptions or accepting stereotypes, and believing in them. Narrative inquiry was guided by tenets of critical race theory throughout the research.

Authors

• Lorraine C. Schmertzing, Valdosta State University

• Joanna Conner, Cobb County School District

• Richard W. Schmertzing, Valdosta State University

• Christine A James, Valdosta State University