"Why Are You So Mean Ms.?!" When Gendered Classroom Dynamics Interfere with Teacher-Student Relationships

Autor/in	Reyes, Ganiva
Titel	"Why Are You So Mean Ms.?!" When Gendered Classroom Dynamics Interfere with Teacher-Student Relationships
Quelle	In: Curriculum and Teaching Dialogue, 23 (2021) 1-2, S.105-122 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-750X
Schlagwörter	Teacher Student Relationship; Gender Bias; Interaction; Hispanic American Students; Females; Minority Groups; Early Parenthood; Adolescents; Mothers; Nontraditional Education; Secondary School Students; Teaching Methods; Teacher Behavior; Social Bias; Power Structure; Racial Bias; Ethnicity; Stereotypes; Texas + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Geschlechterstereotyp; Interaktion; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Ethnische Minderheit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Mother; Mutter; Non-traditional education; Alternative Erziehung; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Lehrerverhalten; Racial discrimination; Rassismus; Ethnizität; Klischee
Abstract	In this article, the author explores how a well-respected teacher, who students identified to be caring and supportive, differentially responded to her students across gender. Using narrative inquiry and gender theories, everyday classroom interactions between a teacher and a Latina mothering student are examined to unpack how gendered frameworks of understanding interfered with teacher-student interactions. The exploration illustrates how good-intentioned teachers can go down a slippery slope of power and control if gendered expectations are left unchecked. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01