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This paper explores the influence of researcher race on data analysis and interpretation, sharing four racially diverse researchers' experiences and struggles as they examined the same set of empirical data. The researchers were part of a larger project at the University of Dayton, the Schools Effects Study, which investigated the urban schools from which students exited or entered as a result of a privately-funded scholarship program. Data were collected through systemic observations of mathematics and reading lessons in 3rd and 4th grade classrooms. Researchers recorded the race and gender of each student and teacher during the observation and noted the number and level of questions asked by teachers and the students they called on to answer questions. This determined how often African American and white students were called on and the level of questions they asked. Following the joint observations, the researchers discussed the experience. Differences in their racial backgrounds significantly influenced their reactions to and interpretations of the data collected, with responses ranging from the belief that teachers demonstrated a biased view toward inner city families to the belief that teachers understood the struggles of inner city families. (Contains 22 references.) (SM)

Descriptors: Black Students, Data Interpretation, Elementary Education, Experimenter Characteristics, Higher Education, Racial Bias, Racial Factors, Teacher Attitudes, Urban Schools

Autor: Newsom, M. Cookie; Wimer, Jeffrey; Ridenour, Carolyn; Kinnucan-Welsh, Kathryn

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6799&id=ED453348

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