Teaching scared: pre-service teacher appraisals of racial stress, socialization and classroom management self-efficacy

The fears of pre-service teachers, particularly Teach for America (TFA) teachers. about working in urban classroom settings are framed as racial stress. Racial stress is the threat of well-being when one is unprepared to negotiate a race-related interpersonal encounter. Currently, there exist no mea...

Full description

Saved in:
Bibliographic Details
Published in:Social psychology of education 2020-10, Vol.23 (5), p.1233-1257
Main Authors: Bentley-Edwards, Keisha L., Stevenson, Howard C., Thomas, Duane E., Adams-Bass, Valerie N., Coleman-King, Chonika
Format: Article
Language:English
Subjects:
African American Students
African Americans
Classroom management
Classroom Techniques
Classrooms
Coping
Education
Educational Environment
Educational psychology
Hispanic American Students
Hispanic Americans
Interaction
Management
Occupational stress
Personality and Social Psychology
Preservice Teachers
Race
Racial Bias
Racial Factors
Self Efficacy
Social aspects
Socialization
Sociology of Education
Stress
Stress Management
Stress Variables
Student teacher relationship
Teacher education
Teacher Student Relationship
Teachers
Teachers, Rating of
Teaching
Training
Urban Teaching
Well Being
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The fears of pre-service teachers, particularly Teach for America (TFA) teachers. about working in urban classroom settings are framed as racial stress. Racial stress is the threat of well-being when one is unprepared to negotiate a race-related interpersonal encounter. Currently, there exist no measures on racial stress, socialization, and coping for teachers of African American and Latino students. Findings reveal that newly developed and reliable measures of teacher appraisal of racial/ethnic stressful interactions, socialization and coping are related to classroom management self-efficacy and school collegial racial conversations. These findings have implications for racial stress management as key to developing high quality teacher-student relationships.
ISSN:1381-2890
1573-1928
DOI:10.1007/s11218-020-09578-8