Questions of Race and Culture: How They Relate to the Classroom for African American Students

Discusses how cultural discontinuity between white teachers and black students influences teachers' perceptions and expectations of students. Notes a disproportionate overrepresentation of black students in mentally retarded or special education classes, and underrepresentation in gifted progra...

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Bibliographic Details
Published in:The Clearing house 1997-07, Vol.70 (6), p.311-318
Main Author: Graybill, Susan W.
Format: Article
Language:English
Subjects:
Academic Achievement
African American culture
African American Students
African American studies
African Americans
Black communities
Black culture
Black people
Black Students
Children
Cognitive Style
Education
Elementary Secondary Education
English teachers
Equal Education
High school students
Learning styles
Multicultural education
Racial Attitudes
Racial Bias
Racial Differences
Racial Relations
Students
Teacher Attitudes
Teacher Expectations of Students
Teacher Student Relationship
Teachers
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Summary:Discusses how cultural discontinuity between white teachers and black students influences teachers' perceptions and expectations of students. Notes a disproportionate overrepresentation of black students in mentally retarded or special education classes, and underrepresentation in gifted programs. Argues for more African-American teachers, accommodation of learning styles, and maintaining continuity between home and classroom. (SR)
ISSN:0009-8655
1939-912X
DOI:10.1080/00098655.1997.10543533