Physical Education Teachers' Understandings of Culturally Relevant Pedagogy in Teaching Black Male Students

Autor/inn/en	Hodge, Samuel R.; Collins, Frankie G.
Titel	Physical Education Teachers' Understandings of Culturally Relevant Pedagogy in Teaching Black Male Students
Quelle	In: Multicultural Learning and Teaching, 14 (2019) 1, (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-2412
DOI	10.1515/mlt-2015-0016
Schlagwörter	Physical Education; Physical Education Teachers; Teacher Attitudes; Culturally Relevant Education; Teaching Methods; African American Students; Males; High School Teachers; Urban Schools + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; High school; High schools; Oberschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The purpose of this study was to analyze high school physical education teachers' beliefs and understandings regarding culturally relevant pedagogy and teaching Black males in urban high schools. The participants were forty Black and White physical education teachers (male = 23, 57.5 %; female = 17, 42.5 %) randomly sampled from urban high schools. The research method was descriptive survey. Data were collected with a demographic questionnaire and a multidimensional attitude scale, which was constructed in the theoretical orientation of culturally relevant pedagogy. Descriptive and inferential statistical procedures were used to analyze the data. The teachers held mostly favorable beliefs about teaching Black male students, but their beliefs tended to vary as a function of their gender and race/ethnic status. The findings and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01