Teachers’ awareness of systemic and individual racial bias as a first step towards anti-racist schools

Legette, Kamilah B.; Iruka, Iheoma U.; Halberstadt, Amy G.; Forte, Alexandria B.

doi:10.1016/j.tate.2023.104213

Cited by 4 publications

(2 citation statements)

References 68 publications

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“…Furthermore, teachers tend to regard highly expressive students as socially incompetent when they are from racially minoritized groups (Louie et al, 2015). Not only do teachers tend to perceive anger from Black youth, even when not present, but they also respond with more anger to their misbehaviors as compared to those of White students (Legette et al, 2023). Purposeful training in this area could help teachers better understand the emotions and emotion-related behavior of students from minoritized groups and how to respond to them in ways that lead to equitable teacher−student relationships and positive student learning outcomes.…”

Section: Points Of Interface Between School Mental Health Professiona...mentioning

confidence: 99%

A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions

Garner,

Legette,

Shadur

2024

Psychology in the Schools

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We employed a mixed‐methods design to identify intervention elements that may improve relational inclusion in classrooms through equity‐framed and culturally‐attuned teacher−student relationship interventions. Quantitative and qualitative data were collected from 29 (26 female) school mental health professionals and 19 parents (mostly mothers) of racially, ethnically, and culturally diverse students. Using a convergent mixed‐methods design, we first analyzed the individual data points and then integrated the quantitative and qualitative data in the interpretation and discussion of the results. Our findings showed that, for school mental health professionals, the quantitative data largely complemented the qualitative results, which represented four themes: School−family partnerships, critical consciousness, educator preparation, and transformational social‐emotional learning. Parents of minoritized students identified unique elements, including microaggressions, color evasion, recognition of bias, storytelling, and systemic change as important for the development of culturally‐attuned interventions. The two groups had parallel and contrasting recommendations about elements that may contribute to improved classroom relational inclusion for minoritized students. Results illustrate how merging professional and parent perspectives could contribute to the development of teacher−student relationship interventions that appropriately address issues of equity and culture in ways that are meaningful to end users and other stakeholders.

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Section: Points Of Interface Between School Mental Health Professiona...mentioning

confidence: 99%

A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions

Garner,

Legette,

Shadur

2024

Psychology in the Schools

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“…(Zhou, 2022). Specifically, children of certain races are more likely to be bullied in school activities than majority racial groups, (Legette et al, 2023) and this gap remains even when accounting for externalizing behavior, gender, socioeconomic status, and educational needs. specifically (Kelley & Ovchinnikov, 2020) .…”

Section: Introductionmentioning

confidence: 99%

How Can Early Childhood Education Integrate the Values of Anti-Bias Education into Their Students Daily Activities? A Scoping Review of the Literature

Putra

2024

Int J Res Rev

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Early childhood children have an extraordinary ability to absorb information and values encountered in everyday life. Therefore, it is important to introduce concepts such as anti-bias education from an early age so that individuals can grow into individuals who are inclusive and sensitive to differences. This study aims to explore how young children can integrate anti-bias education values into everyday life. The research method used is a literature analysis study to collect information about effective strategies in teaching anti-bias education values to young children. The results show that approaches involving the use of stories, games and creative activities can help children to understand complex concepts such as stereotypes, prejudice and discrimination. In addition, a supportive environment at home and at school also plays an important role in strengthening understanding of these values. The implication of this research is the need for a holistic and integrated approach in introducing and integrating anti-bias education values in the daily lives of young children, both through formal and non-formal education. Keywords: Early Children, Anti-Bias Education, Daily Activity

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Reducing racialized opportunity gaps through teachers’ anti-racism social-emotional competency training and education

Legette,

Halberstadt,

Cassidy

2023

Theory Into Practice

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Teachers’ awareness of systemic and individual racial bias as a first step towards anti-racist schools

Cited by 4 publications

References 68 publications

A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions

A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions

How Can Early Childhood Education Integrate the Values of Anti-Bias Education into Their Students Daily Activities? A Scoping Review of the Literature

Reducing racialized opportunity gaps through teachers’ anti-racism social-emotional competency training and education

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