Seeing is believing : racial socialization typologies and teachers' perceptions of African American male youth / Vernita Renee Williams.

Format:

Book

Manuscript

Thesis/Dissertation

Author/Creator:

Williams, Vernita Renee.

Contributor:

Stevenson, Howard C., 1958- advisor.

University of Pennsylvania.

Language:

English

Subjects (All):

Penn dissertations--Education.

Education--Penn dissertations.

Local Subjects:

Penn dissertations--Education.

Education--Penn dissertations.

Physical Description:

x, 90 pages; : illustrations ; 29 cm

Production:

2009.

Summary:

Teacher interactions and perceptions of behavior are important determinants of African American males' academic success While researchers have examined the interconnected effects of race, gender, and culture on teacher ratings of behavior and academic achievement, comparatively little research has focused on the effects of student differentiated racial socialization (Thomas, Coard, Stevenson, Bentley, & Zamel, 2009). This investigation sought to increase the current understanding of racial socialization effects with the goal of improving the quality of teacher-student relationships.

The participants (N = 150) were drawn from a large, Mid-Atlantic, urban, public school district. Hierarchical and k-means cluster analysis yielded four cluster types. Results indicated that racial socialization types: (1) do not vary as a function of the participants' age, self- or other-perceived levels of physical maturity, other-perceived aggression, or depressive symptoms; (2) differentially relate to self-perceived aggression and the experience and expression of anger; and (3) demonstrate significant differences in teachers' ratings of perceived psychopathology. Findings illustrated that African American male youths' racial socialization experiences play a pivotal role in teachers' perceptions of their classroom behavior. Implications of the findings were discussed.

Notes:

Adviser: Howard C. Stevenson.

Thesis (Ph.D. in Education) -- University of Pennsylvania, 2009.

Includes bibliographical references.

OCLC:

702875181