Criticalizing Teacher Perceptions of Urban School Climate
Exploring the Impact of Racism and Race-Evasive Culture in a Predominantly White Teacher Workforce
Bibliographic Data
| ID | 9729803 |
|---|---|
| Authors | Lisa D Bendixen (0000-0001-7130-1001, University of Nevada, Las Vegas, corresponding author), Tara J Plachowski (0000-0002-8518-1220, University of Nevada, Las Vegas), Tara Plachowski (University of Nevada, Las Vegas), Lori Olafson (University of Nevada, Las Vegas) |
| Year | 2023 |
| Volume | 55 |
| Issue | 8 |
| Pages | 949-974 |
| Publication date | 2023-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00131245221106724 |
| OpenAlex | W4283783067 |
| Language | EN |
| Citations received | 3 |
| References cited | 58 |
This study seeks to critically examine perceptions of urban school climate from a predominantly white teacher workforce and discuss the role that white identity, as the Dominant culture, plays in maintaining the status quo of racialized school climate. Participants included 145 teachers from a large southwestern urban setting. Teachers’ perceptions were measured by the Teacher Perceptions of Urban School Climate survey that includes six dimensions that are important aspects of urban school climate: (1) Leadership, Relationality, and Care, (2) Perceptions of Security and Safety, (3) Student Belonging, (4) Constructivist Teacher Practice, (5) Diversity, Equity, and Inclusion, and (6) Educator Retention. Results indicate that elementary school teachers had more positive perceptions of urban school climate and beginning teachers were less positive about aspects of urban school climate. Implications stemming from the results are discussed including the role whiteness and racism play in teacher perceptions of urban school climate and teacher education
Equity (law · Organisation climate · Pedagogy · Perception · Political science · Racism · Sociology · Teacher education · Workforce · Gender Studies · Parental Involvement in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation
Teacher mental health, school climate, inclusive education and student learning
Why people choose teaching
Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers
Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction
Teacher Attrition and Retention
The “New Racism” of K–12 Schools
The Effects of Teacher Match on Students’ Academic Perceptions and Attitudes
Who believes in me? The effect of student–teacher demographic match on teacher expectations
A Review of School Climate Research
I’m Here for the Hard Re-Set
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Race-Visible Teacher Education
When saying you care is not really caring’
Disrupting Whitestream Measures of Quality Teaching
Teachers’ multicultural attitudes and perceptions of school policy and school climate in relation to burnout
Supporting Critical Multicultural Teacher Educators
School leadership and ethnic diversity
Conceptualizing color-evasiveness
Daring to care
Student belonging
Motivations for choosing teaching as a career
Teacher Safety and Authoritative School Climate in High Schools
How Principal Leadership Seems to Affect Early Career Teacher Turnover
Do small schools improve performance in large, urban districts? Causal evidence from New York City
Racial/Ethnic Differences in Perceptions of School Climate and Its Association with Student Engagement and Peer Aggression
Bringing Sanctuary to School
Behind School Doors
Schools Matter
A Cultural Analysis of the Achievement Gap Discourse
Critical Race Theory and the Whiteness of Teacher Education
Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools
Justice in the Gaps
Social-Normative Expectations Mediates School Climate’s Association With Academic Achievement in Latino Middle School Students
Visionaries, Reformers, Saviors, and Opportunists
Strategic Retention
School Organizational Contexts, Teacher Turnover, and Student Achievement
Are teachers' expectations different for racial minority than for European American students? A meta-analysis
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning
Inequality Frames
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |