Examining the relational processes of a highly successful teacher of African American children

Authors

Blaire Cholewa, Kean University
Ellen Amatea, University of Florida
Cirecie A. West-Olatunji, University of Florida
Ashley Wright, University of Florida

Document Type

Article

Publication Date

1-1-2012

Abstract

Culturally responsive educational practices have arisen as effective means of increasing culturally diverse students' academic achievement and psychological well-being; however, the relational processes involved are not well understood. Using grounded theory, this study examines the relational processes of one culturally responsive teacher and her fifth grade African American students. A dimension that emerged from the data was emotional connectedness. It includes the connective interactions between the teacher and student, the connective interactions between the teacher and the whole class, and teacher transparency and joining. Rich descriptions of each theme are provided as well as implications for teacher practice and preparation. © The Author(s) 2012.

Publication Title

Urban Education

First Page Number

250

Last Page Number

279

DOI

10.1177/0042085911429581

Recommended Citation

Cholewa, Blaire; Amatea, Ellen; West-Olatunji, Cirecie A.; and Wright, Ashley, "Examining the relational processes of a highly successful teacher of African American children" (2012). Kean Publications. 2242.
https://digitalcommons.kean.edu/keanpublications/2242