Searching for the Golden Rule
A Case Study of Two White Novice Teachers’ Beliefs and Experiences of Respect in Urban Schools
Bibliographic Data
| ID | 9730207 |
|---|---|
| Authors | Shannon Audley (0000-0003-3970-9503, Smith College, Northampton, MA, USA, corresponding author) |
| Year | 2020 |
| Volume | 52 |
| Issue | 6 |
| Pages | 872-903 |
| Publication date | 2020-07-01 |
| 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 | 10.1177/0013124519894984 |
| OpenAlex | W2994842872 |
| Language | EN |
| Citations received | 1 |
| References cited | 64 |
Student respect toward teachers is traditionally considered in terms of behavior or authority. Yet, because of cultural differences and historic oppression of marginalized students in schools, not all students express respect in ways in which teachers are familiar. Because of structural inequalities and individual differences, standard behavioral definitions of respect are insufficient to address how students and teachers actually experience respect in the classroom. Using a comparative case study design, this study examined two female White novice teachers’ beliefs and experiences of student respect within a novel relational respect framework. Results identified that teachers’ respect beliefs were based on notions of authority, while respect experiences reflected authority and relationship-based respect. Importantly, these relationships were conceptualized as role model and friend-based respect. To help novice teachers balance their roles as both caring and authoritative figures, I propose that student respect should be thought of in relational, rather than behavioral, terms, and that teachers need to employ cultural competence when developing and maintaining their student–teacher relationships
Competence (human resources · Mathematics education · Oppression · Pedagogy · White (mutation · Critical Race Theory in Education · Education Discipline and Inequality · Psychology · Social Psychology · Teacher Education and Leadership Studies
The Theory and Practice of Culturally Relevant Education
An Appraisal Perspective of Teacher Burnout
Two decades of research on teacher–student relationships in class
A review of research on teacher beliefs and practices
Positive classroom motivational environments
Teacher Wellbeing
Teachers' explicit expectations and implicit prejudiced attitudes to educational achievement
Are Effective Teachers Like Good Parents? Teaching Styles and Student Adjustment in Early Adolescence
The art of case study research
Making meaning of children's social interactions
Toward a Critical Race Theory of Education
Emotional labour, burnout and job satisfaction in UK teachers
Respect in close relationships
Respect-due and respect-earned
The intercultural sensitivity of secondary teachers in Hong Kong
Teachers Who Left the Teaching Profession
Collaborative narrative inquiry
Respect in principal–teacher relations at primary schools in Turkey
Youth culture of hostility
Show Me an Ounce of Respect”
Teachers’ practical knowledge about classroom management in multicultural classrooms
Boundary dilemmas in teacher–student relationships
Love, love, and more love for children”
I want to be nice, but i have to be mean”
Profiles and change in beginning teachers' professional identity tensions
Cultural models of care in teaching
The emotional labour of caring in teaching
You choose to care”
From Subhuman to Human Kind
Urban Teachers’ Professed Classroom Management Strategies
Authority in Cross-Racial Teaching and Learning (Re)considering the Transferability of Warm Demander Approaches
Doing what We Want to Become
Critical Race Theory and the Whiteness of Teacher Education
Intelligence and Affectivity
The Implicit Prejudiced Attitudes of Teachers
Variability in Minority School Performance
Naturalistic inquiry
Bracketing in Qualitative Research
Reconciling Care and Control
Beginning Teachers and the Emotional Drama of the Classroom
Fighting for Our Lives
Placing Equity Front and Center
Silences as weapons
Does Culturally Relevant Teaching Work? An Examination From Student Perspectives
Student Passivity
The Usual Suspect
Emerging Criteria for Quality in Qualitative and Interpretive Research
Intergenerational Bonding in School
A Study of Japanese and Australian Children's Respect for Others
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.33 |
| Citation span | 2023 - 2023 (1) |
| Citation velocity | historical |
| Highly cited | No |