Abstract
The purpose of this article is to examine how teachers of color and European American teachers perceive intergroup conflict in urban schools. This research studies the various types of intergroup conflict that occur between teachers of color and European American teachers in urban schools and how it affects their working relationship. The properties of intergroup conflict identified in this study were areas that caused tensions between majority and minority groups. These conflicts occurred when these groups had opposing interests, and it became problematic in how they responded to students of color.
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