Examining the Relational Processes of a Highly Successful Teacher of African American Children

• Published in: Urban education (Beverly Hills, Calif.) Vol. 47; no. 1; pp. 250 - 279
• Main Authors: Cholewa, Blaire, Amatea, Ellen, West-Olatunji, Cirecie A., Wright, Ashley
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.01.2012; SAGE PUBLICATIONS, INC
• Subjects: Academic Achievement; Affective Behavior; African American Students; African American Teachers; African Americans; Blacks; Children; Classroom Communication; Classroom Environment; Culturally Relevant Education; Educational Practices; Elementary School Teachers; Florida; Grade 5; Grounded Theory; Low Income Groups; Multiculturalism & pluralism; Observation; Protocol Materials; Psychological aspects; Student Diversity; Student Teacher Relationship; Students; Teacher Characteristics; Teacher Effectiveness; Teacher Student Relationship; Teachers; Urban Schools; Urban Teaching; Video Technology; Well Being; Florida; minority academic success; school counselors; African American students; culturally relevant pedagogy; cultural responsiveness; best practices
• ISSN: 0042-0859; 1552-8340
• DOI: 10.1177/0042085911429581

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.