國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	White-American kindergarten teachers' racial identities and their beliefs about the role of culture in social competence./
Author:	Han, Hee Jeong.
Description:	1 online resource (115 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 69-06, Section: A.
Contained By:	Dissertations Abstracts International69-06A.
Subject:	Minority & ethnic groups. -
Online resource:	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:

1372498
Minority & ethnic groups.
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.
LDR:04245ntm a22004097 4500 001 1152947
005 20241216064803.5
006 m o d
007 cr mn ---uuuuu
008 250605s2007 xx obm 000 0 eng d
020 $a 9780549236122
035 $a (MiAaPQ)AAI3281527
035 $a AAI3281527
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Han, Hee Jeong. $3 1480068
245 1 0 $a White-American kindergarten teachers' racial identities and their beliefs about the role of culture in social competence.
264 0 $c 2007
300 $a 1 online resource (115 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 69-06, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Kemple, Kristen.
502 $a Thesis (Ph.D.)--University of Florida, 2007.
504 $a Includes bibliographical references
520 $a 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Minority & ethnic groups. $3 1372498
650 4 $a Sociology. $3 551705
650 4 $a Early childhood education. $3 557157
650 4 $a Ethnic studies. $2 bicssc $3 809601
653 $a Beliefs
653 $a Culture
653 $a Kindergarten teachers
653 $a Racial identity
653 $a Social competence
653 $a White teachers
655 7 $a Electronic books. $2 local $3 554714
690 $a 0518
690 $a 0631
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Florida. $3 845432
773 0 $t Dissertations Abstracts International $g 69-06A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3281527 $z click for full text (PQDT)