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Criticalizing Teacher Perceptions of Urban School Climate: Exploring the Impact of Racism and Race-
Peer-reviewed article
Bendixen, L., Plachowski, T. J., Olafson, L. (2022). Criticalizing teacher perceptions of urban school climate: Exploring the impact of racism and race-evasive culture in a predominantly white teacher workforce. Education and Urban Society. https://doi.org/10.1177/00131245221106724
Abstract
This study seeks to critically examine perceptions of urban school climate
from a predominantly white teacher workforce and discuss the role that
white identity, as the Dominant culture, plays in maintaining the status
quo of racialized school climate. Participants included 145 teachers from
a large southwestern urban setting. Teachers’ perceptions were measured
by the Teacher Perceptions of Urban School Climate survey that includes
six dimensions that are important aspects of urban school climate: (1)
Leadership, Relationality, and Care, (2) Perceptions of Security and Safety, (3) Student Belonging, (4) Constructivist Teacher Practice, (5) Diversity, Equity, and Inclusion, and (6) Educator Retention. Results indicate that elementary school teachers had more positive perceptions of urban school climate and beginning teachers were less positive about aspects of urban school climate. Implications stemming from the results are discussed including the role whiteness and racism play in teacher perceptions of urban school climate and teacher education.