Empirical Research
Over the past years, I observed and analyzed the interactions of teachers and students by race, gender and economical status in the classroom. In a survey I conducted with seventh grade students, data revealed that majority of students said that, race of a teacher wasn’t a significant issue if they are treated fair and respected, though a few students said they would prefer to be taught by someone of their own race. The article, “African American Students’ Perception of their Treatment by Caucasian Teachers” The Journal of Instructional Psychology (2000). Another empirical article I studied, and was a most referenced article, involved Caucasian teachers feeling and actions when teaching in integrated classes. The article, “Teacher-Student Interactions and Race in Integrated Classrooms,” Journal of Educational Research (1998). The results here seem to indicate that some Caucasian teachers significantly tend to favor white students over black students when soliciting ‘process’ queries over ‘product’ queries. This teaching behavior was most pronounced with boys. It should be noted that results of this study was cited and referenced in arguing a landmark case before the U.S. Supreme Court (Grutter v. Bollinger (2003)). Research Focus of articles: Relationship between Caucasian teachers and African American students; teacher punishment, praise and reward; African Americans attitude about being taught by a different race; effects of chunked reading text-material using computer assisted instructions (CIA) with learning disabled eight grade students(1988); motivation of reluctant readers; effects of answer changing on multiple-choice tests among eighth grade readers.