Veteran teacher attitudes towards Blacks and Latinos in urban self-contained special education high school classrooms

2005 2005

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Abstract (summary)

Blacks and Latinos in urban high school self-contained special education classrooms across the United States today are failing, dropping out, and being imprisoned at a rate that far exceeds that of their White peers. Although current school reform and research initiatives are aimed at describing, reframing, and reshaping processes that impact student efficacy there is still insufficient information about the underlying social conditions that contribute to how teachers, with whom students have the most intimate contact, prepare to teach in urban special education classrooms with majority Black and Latino students. Using an ethnographic approach the study describes how urban high school special education teachers' attitudes and beliefs about students in special education and towards Blacks and Latinos, in particular, manifest in their lesson plans, their curricula, and in their actions as they implement planned lessons in urban self-contained special education classrooms that consist of Blacks and Latinos. Centrally, the study explores veteran teachers' attitudes or what they feel, expect, and do with these groups of students. The findings in this qualitative study, although not generalizable beyond the sample, show that the four veteran teachers' attitudes are key indicators of their instructional styles and the content they provide. Moreover, underlying these attitudes are compelling stories of how teachers respond to difference, change, and conflict in the classroom. The study bears implications for the kinds of security nets that PreK–12 educators and teacher educators create for students in special education who have been marginalized by race, class, disability, cultural, and linguistic backgrounds. These findings raise important questions for further study of the self-contained classroom. Understanding how to create optimal learning environments holds much promise for helping both teachers and students navigate situations they find chaotic or troubling.

Indexing (details)

Secondary education;
Special education;
Cultural anthropology;
African Americans;
Bilingual education;
Multicultural education
0533: Secondary education
0529: Special education
0326: Cultural anthropology
0325: African Americans
0282: Bilingual education
0282: Multicultural education
Identifier / keyword
Social sciences; Education; Blacks; High school; Latinos; Special education; Urban education; Veteran teacher
Veteran teacher attitudes towards Blacks and Latinos in urban self-contained special education high school classrooms
Crawford, Felicity A.
Number of pages
Publication year
Degree date
School code
DAI-A 66/04, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
9780542107184, 054210718X
Bartolome, Lilia I.
University of Massachusetts Boston
University location
United States -- Massachusetts
Source type
Dissertations & Theses
Document type
Dissertation/thesis number
ProQuest document ID
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
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