Perceptions of African American and European American Teachers on the Education of African American Boys

Abstract

The authors interviewed 27 teachers (16 African American and 11 European American) on instructional factors contributing to overidentification of behavior problems in African American boys. Interviews focused on teachers' perspectives of effective teachers, teacherstudent relationships, and communication styles. Analysis of the interviews showed that both African American and European American teachers believed in the importance and positive impact of having caring relationships with students. However, African American teachers placed a higher value on being personally involved with students, providing protective guidance, and knowing the students' family and community. European American teachers valued teachers who provide good academic instruction, have consistent expectations and consequences, and are involved in students' school activities. Both groups believed there were important differences in communication styles between some African American women teachers and European American teachers in managing classrooms and disciplining students.