Teacher-student interactions and race in integrated classrooms
Teacher-student interactions and race in integrated classrooms
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DOI：
10.1080/00220679809597583
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发表时间：
1998-11-01
影响因子：
2.1
通讯作者：
Casteel, CA
中科院分区：
文献类型：
--
作者：
Casteel, CA
调查了白人女教师在32小时的综合课堂教学中对非裔美国学生和白人美国学生的待遇。数据显示，非洲裔美国学生作为一个群体，他们的老师并不像白人学生那样善待他们。根据修改版的布罗菲-古德二元编码系统的几乎所有16个因变量，教师与美国白人学生的互动更加积极。相对于所有其他学生，白人美国男孩得到了最有利的待遇，并发起了最多的师生接触。相反，在所有被研究的群体中，非裔美国男孩从老师那里得到的优待最少。
The treatment of African American students and Caucasian American students in middle schools by Caucasian American female teachers during 32 hr of instruction in integrated classrooms was investigated. Data revealed that African American students as a group were not treated as favorably by their teachers as were Caucasian American students. Teachers interacted more positively with American Caucasian students according to nearly all 16 dependent variables of a modified version of the Brophy-Good Dyadic Coding System. Caucasian American boys, relative to all other students, received the most favorable treatment and initiated the most student-teacher contact. Conversely, African American boys, among all the groups studied, received the least favorable treatment from their teachers.