東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

White-American kindergarten teachers...

Han, Hee Jeong.

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Electronic resources : 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.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2007,
Description:	115 p.
Notes:	Source: Dissertations Abstracts International, Volume: 69-06, Section: A.
Contained By:	Dissertations Abstracts International69-06A.
Subject:	Minority & ethnic groups. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3281527
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. - Ann Arbor : ProQuest Dissertations & Theses, 2007 - 115 p.

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

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

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.

ISBN: 9780549236122Subjects--Topical Terms:

3422415
Minority & ethnic groups.
Subjects--Index Terms:

Beliefs

White-American kindergarten teachers' racial identities and their beliefs about the role of culture in social competence.
LDR:04027nmm a2200397 4500 001 2404693
005 20241216064803.5
006 m o d
007 cr#unu||||||||
008 251215s2007 ||||||||||||||||| ||eng d
020 $a 9780549236122
035 $a (MiAaPQ)AAI3281527
035 $a AAI3281527
040 $a MiAaPQ $c MiAaPQ
100 1 $a Han, Hee Jeong. $3 3775020
245 1 0 $a White-American kindergarten teachers' racial identities and their beliefs about the role of culture in social competence.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2007
300 $a 115 p.
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.
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.
590 $a School code: 0070.
650 4 $a Minority & ethnic groups. $3 3422415
650 4 $a Sociology. $3 516174
650 4 $a Early childhood education. $3 518817
650 4 $a Ethnic studies. $2 bicssc $3 1556779
653 $a Beliefs
653 $a Culture
653 $a Kindergarten teachers
653 $a Racial identity
653 $a Social competence
653 $a White teachers
690 $a 0518
690 $a 0631
710 2 $a University of Florida. $3 718949
773 0 $t Dissertations Abstracts International $g 69-06A.
790 $a 0070
791 $a Ph.D.
792 $a 2007
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3281527