Reframing the Connections between Deficit Thinking, Microaggressions, and Teacher Perceptions of Defiance
Bibliographic Data
| ID | 4763627 |
|---|---|
| Authors | Baker (0000-0003-3872-6889), Baker Baker (corresponding author) |
| Year | 2019 |
| Volume | 88 |
| Issue | 2 |
| Pages | 103 |
| Publication date | 2019-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Negro Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-2984 • E-ISSN: 2167-6437 |
| Publisher | Journal of Negro Education (PUBLISHER) |
| DOI | 10.7709/jnegroeducation.88.2.0103 |
| OpenAlex | W2981509412 |
| Language | EN |
| Citations received | 9 |
Cognitive reframing · Pedagogy · Perception · Education Discipline and Inequality · Psychology · Social Psychology
The Counter-Deficit Lens in Educational Research
Teacher bias matters
No nos podemos quedar en el pasado”
Structuring Urban School/University/Community Partnerships as a Tool for Advancing the Legacy of Brown
Denying Pathology While Implying It? Avoiding Person-Centered Pathology Traps in Counter-Deficit Research
Context Matters as Racialization Evolves
Criminalized or Stigmatized? An Intersectional Power Analysis of the Charter School Treatment of Black and Latino Boys
Planting the Seeds of Culturally Responsive, Equity-Centered, and Trauma-Informed Attitudes Among Urban Educators
Promoting Awareness and Self-Efficacy for Culturally Responsive Teaching of Pre-Service Teachers Through the Identity Project - a Mixed Methods Study
| Citations per year | 2.25 |
|---|---|
| Citation span | 2022 - 2025 (4) |
| Highly cited | No |