| 000 | 01624nab a2200277 4500 | ||
|---|---|---|---|
| 999 |
_c10992 _d10992 |
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| 003 | OSt | ||
| 005 | 20201214115004.0 | ||
| 007 | ca aa aaaaa | ||
| 008 | 201214b ||||| |||| 00| 0 eng d | ||
| 100 |
_a Delale-O’Connor, Lori _934252 |
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| 245 | _aTeachers’ Talk About Race and Caregiver Support: “You Can NEVER Be Too Sure About Parents” | ||
| 260 |
_bSage, _c2019. |
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| 300 | _aVol 54, Issue 4, 2019 ( 499-534 p. ) | ||
| 520 | _aThis study focused on teachers’ perceptions of caregiver support for engaging in conversations about race in the classroom. We analyzed data from the Teachers’ Race Talk Survey, an exploratory survey that examines teachers’ perceptions about discussing race and racial violence in the classroom. Our analyses suggested that respondents espoused broad uncertainty for talking about race with regard to parental support. Teachers explained their responses drawing on four primary logics: (a) context characteristics, (b) family characteristics, (c) teacher characteristics, and (d) subject. We connected logics to social and cultural capital theory to further explain connections between caregivers and teacher race talk. | ||
| 650 |
_aparental involvement, _932320 |
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| 650 |
_a social, racism, _934253 |
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| 650 |
_aparent participation, _934152 |
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| 650 |
_a Urban Education, _934254 |
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| 650 |
_a teacher beliefs, _933418 |
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| 650 |
_arace, _930207 |
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| 650 |
_a identity _934089 |
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| 700 |
_a Graham, DaVonna L. _934255 |
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| 773 | 0 |
_010959 _915474 _dSage, 2019. _tUrban education |
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| 856 | _uhttps://doi.org/10.1177/0042085918806941 | ||
| 942 |
_2ddc _cART |
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