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Is teaching or teaching Black students more stressful? Racial literacy and socialization of White female education practitioners in urban schools

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Abstract:

Currently, no measures of racial stress in teaching exist in the literature. Given the level of anxiety in cross-racial relationships identified by researchers in social psychology experimental and brain research (Gudykunst, 1995; Gudykunst & Shapiro, 1996), there are many reasons to expect teacher-student, teacher-colleague, teacher-parent, and school- family relationships to be occasionally stressful. Stevenson (2013) has developed a racial literacy theoretical model (Recast- Racial Encounter Appraisal and Socialization Theory) for training educational and counseling professionals that has been utilized in the counselor training of one of New York’s largest community mental health agencies. Most professional counseling and teacher education programs ignore racial stress management as a therapeutic tool. Instead, the focus is on general constructs of diversity with an eye toward multicultural worldviews, if at all. Racial stress is different from other kinds of stressors. The appraisal process is central to ensuring White female education practitioners do not overreact or under-react to racially stressful encounters.

Analyses of survey data on the development of the STRESS (School/Teacher Racial Encounter Stress Scale) will be used to identify factors that stand out particularly for white female teachers. This mixed-methods study includes clinical examples from a community-based, culturally relevant, face-to-face qualitative intervention with Black youth in disciplined school settings.

Data to be discussed foreground the importance of addressing interpersonal racial politics that occur in urban classrooms in teaching. Case studies of White female teachers who have demonstrated success managing and responding to racial stress in these settings are spotlighted. Examples of applying Recast theory of racial stress and coping during role-play scenarios will be presented.
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Association:
Name: Tenth Annual Congress of Qualitative Inquiry
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http://www.icqi.org


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URL: http://citation.allacademic.com/meta/p736798_index.html
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MLA Citation:

Stevenson, Howard. "Is teaching or teaching Black students more stressful? Racial literacy and socialization of White female education practitioners in urban schools" Paper presented at the annual meeting of the Tenth Annual Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois, <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p736798_index.html>

APA Citation:

Stevenson, H. "Is teaching or teaching Black students more stressful? Racial literacy and socialization of White female education practitioners in urban schools" Paper presented at the annual meeting of the Tenth Annual Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p736798_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Currently, no measures of racial stress in teaching exist in the literature. Given the level of anxiety in cross-racial relationships identified by researchers in social psychology experimental and brain research (Gudykunst, 1995; Gudykunst & Shapiro, 1996), there are many reasons to expect teacher-student, teacher-colleague, teacher-parent, and school- family relationships to be occasionally stressful. Stevenson (2013) has developed a racial literacy theoretical model (Recast- Racial Encounter Appraisal and Socialization Theory) for training educational and counseling professionals that has been utilized in the counselor training of one of New York’s largest community mental health agencies. Most professional counseling and teacher education programs ignore racial stress management as a therapeutic tool. Instead, the focus is on general constructs of diversity with an eye toward multicultural worldviews, if at all. Racial stress is different from other kinds of stressors. The appraisal process is central to ensuring White female education practitioners do not overreact or under-react to racially stressful encounters.

Analyses of survey data on the development of the STRESS (School/Teacher Racial Encounter Stress Scale) will be used to identify factors that stand out particularly for white female teachers. This mixed-methods study includes clinical examples from a community-based, culturally relevant, face-to-face qualitative intervention with Black youth in disciplined school settings.

Data to be discussed foreground the importance of addressing interpersonal racial politics that occur in urban classrooms in teaching. Case studies of White female teachers who have demonstrated success managing and responding to racial stress in these settings are spotlighted. Examples of applying Recast theory of racial stress and coping during role-play scenarios will be presented.


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Student Ratings of Females in Black and White Teaching in the Academy

Cultural Immersion in Chicago City Schools and Neighborhoods: A Replicable Student Teaching Model and Partnership for Urban Teacher Education


 
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