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Article

Got Skillz? Recasting and Negotiating Racial Tension in Teacher–Student Relationships Amidst Shifting Demographics

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College of Education, University of Florida, 2602B Norman Hall, P.O. Box 117048, Gainesville, FL 32611, USA
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Department of Human Services, School of Education and Human Development, University of Virginia, 405 Emmet Street, Charlottesville, VA 22904, USA
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School of Medicine, SD Cook Center on Social Equity, Duke University, 2024 West Main Street, Box 104407, Durham, NC 27708, USA
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Sheppard Pratt Health System, 6501 N Charles Street, Baltimore, MD 21204, USA
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Center for Advanced Study of Teaching and Learning, School of Education and Human Development, University of Virginia, 405 Emmet Street, Charlottesville, VA 22904, USA
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Race Institute for K-12 Educators, P.O. Box 8836, Elkins Park, PA 19027, USA
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Addressing Racial Microaggressions, LLC, 27180 Barefoot Blvd., Millsboro, DE 19966, USA
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School of Education and Human Development, University of Virginia, 405 Emmet Street, Charlottesville, VA 22904, USA
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Human Development and Quantitative Methods Division, Graduate School of Education, University of Pennsylvania, 3700 Walnut Street, Philadelphia, PA 19104, USA
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Authors to whom correspondence should be addressed.
Academic Editor: Sheretta T. Butler-Barnes
Soc. Sci. 2021, 10(3), 99; https://doi.org/10.3390/socsci10030099
Received: 16 October 2020 / Revised: 21 February 2021 / Accepted: 24 February 2021 / Published: 10 March 2021
(This article belongs to the Special Issue Racial Justice in Learning Contexts)
This paper reports on a curriculum designed for Black students whose school teachers and administrators sought to address concerns about students’ academic underachievement and behavioral challenges. In order to design the curriculum, we examined Black students’ reactions to race- and academic-related stress as a result of their interactions with mostly White teachers and peers in an increasingly diversifying predominantly White, middle-class community. Grounded in principles of Racial Encounter Coping Appraisal and Socialization Theory (RECAST), a paradigm for understanding the racial coping strategies utilized by individuals to contend with racial stress and well-being, the study sought to elucidate racial tensions found in schooling relationships that foster racial disparities in classrooms. Specifically, our team conducted focus group sessions with Black parents and students which were guided by our use of the Cultural and Racial Experiences of Socialization Survey (CARES), a racial and ethnic socialization measure that elicits responses from students about the kinds of messages students receive about race and ethnicity from people parents and teachers. Data from the sessions subsequently informed the design of Let’s Talk? (LT), a racial conflict resolution curriculum for Black adolescents. In this paper, we share what we learned about students’ school experiences and coping mechanism through their participation in LT. View Full-Text
Keywords: education; racial justice; racial socialization; teacher education; Black children; middle school education; racial justice; racial socialization; teacher education; Black children; middle school
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MDPI and ACS Style

Coleman-King, C.; Adams-Bass, V.; Bentley-Edwards, K.; Thomas, D.; Thompson, C.; Michael, A.; Miller, G.; Charity-Parker, B.; Stevenson, H. Got Skillz? Recasting and Negotiating Racial Tension in Teacher–Student Relationships Amidst Shifting Demographics. Soc. Sci. 2021, 10, 99. https://doi.org/10.3390/socsci10030099

AMA Style

Coleman-King C, Adams-Bass V, Bentley-Edwards K, Thomas D, Thompson C, Michael A, Miller G, Charity-Parker B, Stevenson H. Got Skillz? Recasting and Negotiating Racial Tension in Teacher–Student Relationships Amidst Shifting Demographics. Social Sciences. 2021; 10(3):99. https://doi.org/10.3390/socsci10030099

Chicago/Turabian Style

Coleman-King, Chonika, Valerie Adams-Bass, Keisha Bentley-Edwards, Duane Thomas, Celine Thompson, Ali Michael, Gwendolyn Miller, Bianka Charity-Parker, and Howard Stevenson. 2021. "Got Skillz? Recasting and Negotiating Racial Tension in Teacher–Student Relationships Amidst Shifting Demographics" Social Sciences 10, no. 3: 99. https://doi.org/10.3390/socsci10030099

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