African American Students' Perceptions of Teacher Care and Their Academic Achievement
Taylor, Laura Jill
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/79971
Description
Title
African American Students' Perceptions of Teacher Care and Their Academic Achievement
Author(s)
Taylor, Laura Jill
Issue Date
2006
Doctoral Committee Chair(s)
Alexander, Kern
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Black Studies
Language
eng
Abstract
The findings from this study indicated that there are perceptions of teacher care specific to low-income African American students at Setting High School that have the potential to influence their academic achievement. Themes identified as a result of a cross-case analysis were: (a) teachers' have low expectations of African American students' intelligence; (b) teachers' have a low commitment to African American students' success; (c) students react to their low perceptions of teacher care; and (d) students who act like they don't care about their schoolwork receive less teacher care. It is recommended that school improvement efforts at Setting High School incorporate attention to teacher care.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
