We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Using Power and Caring to Mediate White Male Privilege, Equality, and Equity in an Urban Elementary Classroom: Implications for Teacher Preparation.
- Authors
Parsons, Eileen Carlton
- Abstract
Although students from diverse backgrounds may have access to equal educational opportunity by occupying the same classroom space, they do not necessarily enjoy equal and fair access to the same quality of experience within that classroom. The inequalities and inequities are partially a result of privilege, an advantage afforded to individuals because of their similarity to the norms operating in the classroom. In this article, the ways in which the white male students in a diverse, urban fourth grade classroom exercise privilege are identified and the white teacher's approach to mediating white male privilege, equality, and equity is examined. The teacher's approach is evaluated in terms of fairness via the white male students' perceptions of the classroom environment, viewed in relation to power and caring and is discussed with respect to implications for teacher preparation.
- Subjects
DISCRIMINATION in education; TEACHER attitudes; WHITE men; WHITE teachers; CLASSROOM environment; PRIMARY education
- Publication
Urban Review, 2001, Vol 33, Issue 4, p321
- ISSN
0042-0972
- Publication type
Article
- DOI
10.1023/A:1012296330048