Nonverbal behavior, race, and the classroom teacher

Feldman, Robert S.

doi:10.1080/00405848509543145

Cited by 27 publications

(8 citation statements)

References 10 publications

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“…Nonverbal behavior has gained importance in classroom interaction and teacher-expectancy research (see Feldman, 1985;Smith, 1984;Woolfolk, 1985;Woolfolk and Galloway, 1985), because it is assumed to be more "truthful" and less given to deceit. People believe that facial expressions and body language reveal real and important information.…”

Section: Differential Behavior In the Instructional Domain: Compensatmentioning

confidence: 99%

Teachers' differential behavior

Babad

1993

Educ Psychol Rev

157

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Section: Differential Behavior In the Instructional Domain: Compensatmentioning

confidence: 99%

Teachers' differential behavior

Babad

1993

Educ Psychol Rev

157

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“…And indeed research finds that many individuals display avoidant behaviors during interracial contact. For instance, Whites often show less intimacy-building behaviors while interacting with Black compared to White interaction partners (Crosby et al, 1980;Feldman, 1985;Weitz, 1972;Word et al, 1974). They also make less and briefer eye contact (Dovidio et al, 1997;Fugita et al, 1974;LaFrance & Mayo, 1976) and increase interpersonal distance (Goff et al, 2008;Wilson, Damiani, & Shelton, 1998;Word et al, 1974).…”

Section: Engagementmentioning

confidence: 99%

Predicting Behavior During Interracial Interactions: A Stress and Coping Approach

Trawalter

Richeson

Shelton

2009

Pers Soc Psychol Rev

230

266

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The social psychological literature maintains unequivocally that interracial contact is stressful. Yet research and theory have rarely considered how stress may shape behavior during interracial interactions. To address this empirical and theoretical gap, the authors propose a framework for understanding and predicting behavior during interracial interactions rooted in the stress and coping literature. Specifically, they propose that individuals often appraise interracial interactions as a threat, experience stress, and therefore cope-they antagonize, avoid, freeze, or engage. In other words, the behavioral dynamics of interracial interactions can be understood as initial stress reactions and subsequent coping responses. After articulating the framework and its predictions for behavior during interracial interactions, the authors examine its ability to organize the extant literature on behavioral dynamics during interracial compared with same-race contact. They conclude with a discussion of the implications of the stress and coping framework for improving research and fostering more positive interracial contact.

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“…In that study, researchers identified more than 60 languages spoken by students in a certain Texas school district and more than 500 recognized ethnic groups in the United States. The myriad cultures juxtaposed with culturally ill-prepared teachers raises questions about the quality and integrity of education of diverse populations (Bischoping, Dodds, Jama, Johnson, Kalmin, & Reid, 2001;Casteel, 1998;Feldman, 2001;Pole, 2001).…”

mentioning

confidence: 99%

Service-Learning and Pre-Service Educators' Cultural Competence for Teaching: An Exploratory Study

Meaney¹,

Bohler²,

Kopf³

et al. 2008

Journal of Experiential Education

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Social-cognitive theory (Bandura, 1986) served as the framework to examine a physical education service-learning program's impact on pre-service educators' cultural competence. Participants included 53 undergraduates enrolled in two sections of Health and Physical Education for Children. The course's service-learning component provided pre-service educators opportunities to teach physical education to African-American and Hispanic children from low socioeconomic backgrounds. Participants described their experiences via daily logs, weekly reflections, and focus group interviews. Content analyses of the multiple data sources indicated that daily interaction with the children broadened participants' understanding of under-served children, changed their preconceived stereotypes, improved their language and communication skills, and impacted future teaching expectations. These findings suggest service-learning programs may valuably enhance pre-service educators' cultural competence for teaching.

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Nonverbal behavior, race, and the classroom teacher

Cited by 27 publications

References 10 publications

Teachers' differential behavior

Teachers' differential behavior

Predicting Behavior During Interracial Interactions: A Stress and Coping Approach

Service-Learning and Pre-Service Educators' Cultural Competence for Teaching: An Exploratory Study

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