Racial and ethnic attitudes of the American teacher and implications for the implementation of a culturally pluralistic philosophy in schools /
The purpose of this study was to assess the racial and ethnic
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1997.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=739842031&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was to assess the racial and ethnic attitudes of American teachers and their receptivity to the concept of cultural pluralism. Additionally, this study discussed the possible impact of identified teacher attitudes on the implementation of a cultural pluralism in schools. Three research questions were addressed as a framework for this study: 1. What do American teachers believe about race and ethnicity? 2.How receptive are American teachers to the concept of cultural pluralism? 3.What are the implications of teachers' racial and ethnic attitudes and beliefs for the implementation of a culturally pluralistic philosophy in schools? A receptivity index and inventory were developed in order to aid in answering the three research questions. These instruments were produced from U.S General Social Survey Questions. The responses of PK-12 teachers to selected items were analyzed in light of the newly created index. A second index of teacher attitudes toward African Americans was also presented as a part of this study. Based upon the findings, these key conclusions were drawn: 1.American teachers appear to have less positive attitudes toward immigrants than toward other groups examined as part of this study. 2.American teachers have moderately receptive attitudes toward other races and cultures, and likewise cultural pluralism. 3.The attitudes of American teachers toward African Americans appear to be slightly more positive when viewed as a subset of the synthesized inventory. The researcher recommends that staff development and inservice training be developed by local school districts to help improve receptivity of teachers and other school personnel to diverse cultural and racial groups. The recommendation is also made for building level principals to cluster white and non-white teachers into cohort groups or teams, whenever possible, in order to counteract cultural misinformation and segregation among the staff. Another recommendation is made by the researcher that school districts employ a cultural liaison to help bridge any gaps that may exist between the community and the school. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xvii, 171 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references: pages 80-88. |