This instrumental case study research identifies the beliefs and behaviors of a highly effective white educator working in a multicultural urban school. By triangulating interviews, classroom observations and the analysis of artifacts provided by the teacher, this study identifies the essential beliefs and behaviors that make a white educator a highly effective practitioner and highly respected educator both within his school site and in the broader school community. The case study identifies that the educator’s ability to create safety, inclusion, consistency, and high expectations in his classroom functioned to connect him to a population of students who do not share his same racial or economic markers. The purpose of this case study is to identify the essential beliefs and behaviors of a white educator working in a multicultural urban high school in order to use his experience and practice as a way to educate and inform white educators seeking to work in diverse schools across the nation.

这个工具性案例研究确定了一位在多元文化城市学校工作的高效白人教育者的信念和行为。通过对访谈、课堂观察和教师提供的人工制品的分析，本研究确定了使白人教育者成为高效从业者和在其校园内和更广泛的学校社区中备受尊敬的教育者的基本信念和行为。案例研究表明，教育者在课堂上创造安全性、包容性、一致性和高期望的能力有助于将他与一群与他的种族或经济特征不同的学生联系起来。