View in EDS HTML Full Text PDF Full Text

Teaching Scared: Pre-Service Teacher Appraisals of Racial Stress, Socialization and Classroom Management Self-Efficacy

Saved in:
Bibliographic Details
Title: Teaching Scared: Pre-Service Teacher Appraisals of Racial Stress, Socialization and Classroom Management Self-Efficacy
Language: English
Authors: Bentley-Edwards, Keisha L. (ORCID 0000-0001-8430-4850), Stevenson, Howard C., Thomas, Duane E., Adams-Bass, Valerie N., Coleman-King, Chonika
Source: Social Psychology of Education: An International Journal. Oct 2020 23(5):1233-1257.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2020
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Contract Number: 1R21HD05820601A1
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Urban Teaching, Racial Bias, Well Being, Stress Variables, Socialization, Coping, African American Students, Hispanic American Students, Racial Factors, Interaction, Classroom Techniques, Self Efficacy, Stress Management, Teacher Student Relationship, Educational Environment
DOI: 10.1007/s11218-020-09578-8
ISSN: 1381-2890
Abstract: 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.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1273934
Database: ERIC
Full text is not displayed to guests.
Description
Abstract: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
DOI:10.1007/s11218-020-09578-8