White Women's Work: Examining the Intersectionality of Teaching, Identity, and Race (Contemporary Perspectives on Access, Equity, and Achievement)

ISBN 10: 1681236486 / ISBN 13: 9781681236483

Published by Information Age Publishing, 2016

About this Item

In.

Seller Inventory # ria9781681236483_new

Bibliographic Details

• Title: White Women's Work: Examining the Intersectionality of Teaching, Identity, and Race (Contemporary Perspectives on Access, Equity, and Achievement)
• Publisher: Information Age Publishing
• Publication Date: 2016
• Language: English
• ISBN 10: 1681236486
• ISBN 13: 9781681236483
• Binding: Hardcover
• Condition: New

About this title

Synopsis

Historically, white women have had a tremendous influence on establishing the ideological, political, and cultural scaffold of American public schools. Pedagogical orientations, school policies, and classroom practices are underwritten by white, cisgender, feminine, and middle to upper class social and cultural norms. Labor trends suggest that students of color are likely to sit in front of many more white women teachers than males or non-white teachers, thus making it imperative to better understand the nature of white women’s work in culturally diverse settings and the factors that most profoundly impact their effectiveness. This book examines how white women teacher dispositions (i.e. knowledge, beliefs, and skills) intersect (and/or interact) with their racial identity development, the concept of whiteness, institutional racism, and cultural perspectives of racial difference. All of which, as the authors in this volume argue, matter for nurturing a teaching practice that leads to more equitable schooling outcomes for youth of color.

While it is imperative that the field of education recruits and retains more nonwhite teachers, it is equally important to identify research-supported professional development resources for a white woman-dominated profession. To that end, the book’s contributors present critical insight for creating cultural contexts for learning conducive to effective cross-cultural and cross-racial teaching. Chapters in the first section explore white women’s role in establishing and maintaining school environments that cater to Eurocentric sensibilities and white racial preferences for learning and social interaction. Authors in the second section discern the implications of white images, whiteness, and white racial identity formation for preparing and professionally developing white women teachers to be effective educators. Chapters in the third section of the book emphasize the centrality of race in negotiating academic interactions that demonstrate culturally responsive teaching. Each chapter in this book is written to investigate the intersectionality of race, cultural responsive pedagogies, and teaching identities as it relate to teaching in multiethnic environments. In addition, the book offers solution-oriented practices to equip white women (and any other reader) to respond appropriately and adequately to the needs of racially diverse students in American schools.

About the Author

Stephen Hancock Ph.D., University of North Carolina at Charlotte.Chezare A. Warren, Michigan State University.