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White-American kindergarten teachers' racial identities and their beliefs about the role of culture in social competence.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	White-American kindergarten teachers' racial identities and their beliefs about the role of culture in social competence./
作者:	Han, Hee Jeong.
面頁冊數:	1 online resource (115 pages)
附註:	Source: Dissertations Abstracts International, Volume: 69-06, Section: A.
Contained By:	Dissertations Abstracts International69-06A.
標題:	Ethnic studies. -
電子資源:	click for full text (PQDT)
ISBN:	9780549236122

White-American kindergarten teachers' racial identities and their beliefs about the role of culture in social competence.
Han, Hee Jeong.

White-American kindergarten teachers' racial identities and their beliefs about the role of culture in social competence. - 1 online resource (115 pages)

Source: Dissertations Abstracts International, Volume: 69-06, Section: A.

Thesis (Ph.D.)--University of Florida, 2007.

Includes bibliographical references

The purpose of my study is to examine White-American kindergarten teachers' racial identities and their beliefs about the role of culture in social competence, and to examine how they are related. This subject is important because due to the rapid increase of people of color in this country, more students are coming from diverse backgrounds while the majority of teachers are yet homogeneous White-Americans. Additionally, a growing number of teacher education researchers support the importance of examining teachers' identities and beliefs because it has been found that teaching represents teachers' self identities as well as their beliefs. Previously, however, very little attention has been given to early childhood teachers' racial identities and their beliefs about children's social competence. A total of 95 White-American kindergarten teachers in five school districts in Central Florida completed three questionnaires. Quantitative data analyses revealed that, this group of teachers' racial identities showed positively skewed distribution among contact, reintegration, pseudoindependence, and autonomy statuses suggesting that more teachers had characteristics of advanced White racial identity development statuses. In terms of these teachers' beliefs about the role of culture in social competence, their degree of cultural awareness appeared to be higher than their degree of consideration. Also these teachers took African-American culture into account when evaluating a child's social competence, but not Asian or Hispanic cultures. Regarding the relationships between these teachers' racial identities and beliefs, the relationships discovered in this particular study were not statistically significant. In addition, insights such as teachers' personal beliefs about social competence represented low-context cultural beliefs; teachers had varying degree of awareness about the role of culture in social competence; teachers' cultural knowledge and evaluations about children varied widely from group to group; teachers had more professional experience than personal experience regarding diversity; and teachers' beliefs about multicultural education revealed color-blind teaching have emerged through the qualitative data analyses of individual follow-up interviews. The findings of my study have implications for practice in early childhood teacher education such that teachers need to be provided with more opportunities to become aware about their racial identities and that teacher educators should focus on enhancing multicultural knowledge and skills beyond the level of awareness. Furthermore, several directions for future research are discussed in relation to the limitations of my study in order to better examine and understand these subjects.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780549236122Subjects--Topical Terms:

809601
Ethnic studies.
Subjects--Index Terms:

BeliefsIndex Terms--Genre/Form:

554714
Electronic books.

White-American kindergarten teachers' racial identities and their beliefs about the role of culture in social competence.
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