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Article
Publication date: 16 August 2024

Fabian Barch and Hua-Yu Sebastian Cherng

Prior research reveals that teachers have lower job satisfaction when they have more Black students, but this work does not consider how different aspects of work conditions – and…

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Abstract

Purpose

Prior research reveals that teachers have lower job satisfaction when they have more Black students, but this work does not consider how different aspects of work conditions – and the increasing diversity of students beyond a Black/White binary – may matter. This study aims to examine the relationship between teachers’ perceptions of work conditions and the racial/ethnic compositions of the classes they teach.

Design/methodology/approach

This study leverages data from the Measures of Effective Teaching (MET) study. Analyses consist of both descriptive statistics and multilevel regression modeling.

Findings

Findings show that teachers’ satisfaction with working conditions varies in relation to the racial/ethnic composition of their students. Increase in the percent of Black, Latinx and Asian American students in a teacher’s classroom, was associated with a decrease in satisfaction with community involvement and student behavior. For increase in Latinx and Asian American students, this study finds significant decrease in satisfaction with measures of pedagogical and job support. For measures of school leadership and responsiveness to professional development needs, this study sees no significant relationship, which suggests that perceptions of some working conditions are more strongly tied to classroom demographics than others.

Originality/value

This work adds nuance to previous research on teacher job satisfaction by exploring satisfaction with various working conditions and how it varies in relation to classroom racial composition. This study concludes with a discussion of potential explanations for observed differences in teacher satisfaction, as well as potential ways to address these differences.

Details

Journal for Multicultural Education, vol. 18 no. 4
Type: Research Article
ISSN: 2053-535X

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Publication date: 15 November 2002

George Steinmetz

How can we understand the colonial state? Specifically, what explains variation in “native policy,” the cornerstone of colonial rule? This article examines the development of…

Abstract

How can we understand the colonial state? Specifically, what explains variation in “native policy,” the cornerstone of colonial rule? This article examines the development of German colonialism in Southwest Africa (with respect to the Hereros, Witboois, and Rehoboth Basters), Samoa, and Qingdao, China. I emphasize five main determinants of policy: (1) precolonial ethnographic representations; (2) colonial officials' competitive jockeying with one another for cultural distinction; (3) colonial officials' psychic processes of imaginary identification with the colonized; (4) practices of collaboration and resistance by the colonized; and (5) the structure of the colonial state as a determinant of its own policies.

Details

Political Power and Social Theory
Type: Book
ISBN: 978-1-84950-154-5

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