The Racial Consciousness Attitudes of White Prospective Teachers and Their Perceptions of the Teachability of Students from Different Racial/Ethnic Backgrounds: Findings from a California Study

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Abstract

A study was conducted to assess the influence of White prospective teachers' (N = 126) racial consciousness attitudes and identity on their perceptions of the teachability of students from various racial/ethnic backgrounds. Student teachers were administered a demographic questionnaire, the Oklahoma Racial Attitude Scale, and the Teachable Pupil Survey, the latter of which assesses three behavioral dimensions (cognitive-autonomous-motivational, institutionally appropriate, and personal-social). The findings reveal that the sampled teachers' perceptions of teachability varied according to the race/ethnicity of the students. The implications of the study and the effects of teachers' racial attitudes upon students are discussed. Recommendations are offered for teacher education programs that address racism and nullify the impact of racist attitudes on teacher-student relations.
Original languageEnglish (US)
Pages (from-to)151-163
JournalThe Journal of Negro Education
Volume65
Issue number2
DOIs
StatePublished - 1996
Externally publishedYes

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