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‘It’s this one teacher … I just don’t like him’: the role of gender in establishing culturally relevant caring relationships
Gender and Education ( IF 1.866 ) Pub Date : 2020-09-11 , DOI: 10.1080/09540253.2020.1815661
Iesha Jackson 1
Affiliation  

ABSTRACT

Given limited scholarship examining gender dynamics in interactions between Black female students with Black male teachers, it is important to interrogate how Black girls experience teaching and learning in classrooms with Black male teachers in order to create culturally relevant caring (CRC) environments that nurture this student population. By centering the students’ perspectives, this study examines perceptions of care when a race-match but gender-mismatch is present in the classroom. Using CRC as a conceptual framework and analytic tool, this qualitative case study investigates the significance of gender and race in establishing CRC in classrooms. Findings suggest that a lack of attention to gender fluidity and diversity within the Black female population can hinder the establishment of CRC.



中文翻译:

“这是一位老师……我只是不喜欢他”:性别在建立与文化相关的关爱关系中的作用

摘要

鉴于研究黑人女学生与黑人男教师之间互动中的性别动态的奖学金有限,重要的是要询问黑人女孩如何在与黑人男教师的课堂上进行教学和学习,以创造培养该学生的文化相关关怀 (CRC) 环境人口。通过以学生的观点为中心,本研究考察了在课堂上存在种族匹配但性别不匹配时的护理观念。使用 CRC 作为概念框架和分析工具,本定性案例研究调查了性别和种族在课堂上建立 CRC 的重要性。研究结果表明,对黑人女性群体中的性别流动性和多样性缺乏关注可能会阻碍 CRC 的建立。

更新日期:2020-09-11
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