The Impact of an Experimental Eighth-grade Social Studies Unit on the Attitudes of White Students Toward Black People PDF Download
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Author: Lawrence N. Greer
Publisher:
ISBN:
Category : Race awareness in children
Languages : en
Pages : 276
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Author: Lawrence N. Greer
Publisher:
ISBN:
Category : Race awareness in children
Languages : en
Pages : 276
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 722
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 728
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Author: Francesca Lpez
Publisher: Teachers College Press
ISBN: 0807781584
Category : Education
Languages : en
Pages : 161
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Book Description
What and who is behind the attacks on Critical Race Theory (CRT)? Why are attacks on the teaching of racism happening now and what can be done about them? In this book, López and Sleeter answer these questions in an effort to intentionally and strategically provide readers with sustainable tools for teaching toward an equitable future. This comprehensive book includes an overview of today’s controversy; a historical account of efforts to thwart antiracist and multicultural teaching; an analysis of the role media play in today’s attacks; and ways for teachers, school leaders, and researchers to address this pushback in their own work. Contrary to claims by critics of CRT, research supports that addressing racism in the classroom is an integral part of a broader effort in ensuring that all children thrive. Written in an accessible style for a broad audience, Critical Race Theory and its Critics offers evidence-based recommendations on messaging (including social media), organizing, and sharing of research. Book Features: Draws from published research, as well as current news articles, reports, and events.Offers one cohesive resource on CRT, antiracist education, and the political landscape.Delves into the role of the media, social media, and think tanks in creating the controversies with guidance for combating their messaging.Contextualizes the immediate precursors to the attacks on CRT and other equity-focused approaches in schools.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 974
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 360
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Author:
Publisher:
ISBN:
Category : Educational innovations
Languages : en
Pages : 738
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Author: Xerox University Microfilms
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1040
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Author: Victor Matthew Rini
Publisher:
ISBN:
Category : Junior high school students
Languages : en
Pages : 338
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This study was based on the assumption that urban black students hold more positive attitudes and opinions toward teachers, school, and education than urban white students. The black students were from schools with a high concentration of lower-to-middle-class students and the white students were from schools with a high concentration of middle-to-upper-middle-class students. Both sets of students were from the metropolitan school district of Portland, Oregon. The purpose of this study was to compare differences in the educational attitudes and opinions of these two groups of students. In meeting this objective, it was first necessary to construct an appropriate survey-instrument composed of three separate scales of attitudes and opinions toward (a) teachers, (b) school, and (c) education. The instrument was comprised of thirty-three statements: eleven items having to do with teachers, eighteen items having to do with school, and four items having to do with education. Based on Portland Public Schools' academic and demographic data, eight schools were selected to participate in the study. Four schools had a high concentration of black students from lower-to-middle-class families and four schools had a high concentration of white students from middle-to-upper-middle-class families. A total of 213 eighth-grade students (100 black students and 113 white students) completed the attitude and opinion questionnaire during the week of April 21, 1975. Questionnaires were scored, allowing one point for each positive response, and no points for each negative or for no response. Appropriate statistical tests were used: three Student's "t" tests in testing differences of means between the two groups were applied to total, teacher, and school scores; and four Chi-Square tests in testing differences between the two groups were applied to four items having to do with the concept of education. In all tests, the .05 level of significance was used. The findings of the statistical tests revealed that these two racially- and socio-economically-different groups of students held essentially the same attitudes and opinions toward school and education. The tests, however, revealed that "the white group" was more positive toward teachers than "the black group," and that "the black group" was slightly more positive toward the concept of education than "the white group." Both sets of students responded equally toward statements concerning school. The assumption that "the black group" held more positive attitudes and opinions toward the composite of the concepts of teachers, school, and education was rejected. Because these two sets of students were from different racial and socio-economic backgrounds, the findings that they both valued school and education positively and almost equally is of importance. As pointed out by the literature, social class is not a determining factor in attitudes and opinions toward schooling. Based on this study, at least for these two groups of students, it was concluded that race does not influence attitudes toward school and education.
Author:
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ISBN:
Category : African Americans
Languages : en
Pages : 80
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