ABSTRACT

The student population in American public schools has become increasingly diverse; however, the teacher workforce remains primarily White (80%). The purpose of the current paper was to examine the relationship between student-teacher racial composition and perceptions of school climate and the impact of Whiteness on the educational outcomes of minoritized students and their counterparts. Findings from the study indicate that more than 90 percent of the minoritized students in the sample are being educated by a majority White teaching staff. White students’ perceptions of cultural acceptance and connectedness increased as the number of White teachers increased. However, there was no effect for minoritized students. For minoritized students, perceptions of school climate did increase as the number of minoritized students increased. Recommendations for addressing ways to create more equitable learning environments for minoritized students and address and reduce teacher bias are discussed.

摘要

美国公立学校的学生人数日益多样化。但是，教师队伍主要是白人（80％）。本文旨在探讨师生种族构成与对学校气候的看法之间的关系，以及白人对少数族裔学生及其同伴的教育成果的影响。这项研究的结果表明，样本中90％以上的少数民族学生正在接受大多数白人教职人员的教育。随着白人教师人数的增加，白人学生对文化接受度和联系性的认识也有所提高。但是，对少数民族学生没有影响。对于少数族裔学生，随着少数族裔学生人数的增加，对学校氛围的认识确实增加了。