Teaching scared: pre-service teacher appraisals of racial stress, socialization and classroom management self-efficacy
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Teaching scared: pre‑service teacher appraisals of racial stress, socialization and classroom management self‑efficacy Keisha L. Bentley‑Edwards1 · Howard C. Stevenson Jr.2 · Duane E. Thomas3 · Valerie N. Adams‑Bass4 · Chonika Coleman‑King5 Received: 2 April 2019 / Accepted: 12 July 2020 © Springer Nature B.V. 2020
Abstract The fears of pre-service teachers, particularly Teach for America (TFA) teachers. about working in urban classroom settings are framed as racial stress. Racial stress is the threat of well-being when one is unprepared to negotiate a race-related interpersonal encounter. Currently, there exist no measures on racial stress, socialization, and coping for teachers of African American and Latino students. Findings reveal that newly developed and reliable measures of teacher appraisal of racial/ethnic stressful interactions, socialization and coping are related to classroom management self-efficacy and school collegial racial conversations. These findings have implications for racial stress management as key to developing high quality teacher-student relationships. Keywords Teacher stress · Racial stress · Pre-service teachers · Teach for America · Classroom management
1 1. Introduction Given the racial achievement gap, high stakes testing, reports on disparate disciplinary practices, it is no wonder that being an urban school teacher or school administrator was identified by the American Stress Institute as two of the most stressful * Keisha L. Bentley‑Edwards [email protected] 1
Samuel DuBois Cook Center On Social Equity, School of Medicine, Duke University, Durham, USA
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University of Pennsylvania, Philadelphia, USA
3
Johns Hopkins University, Baltimore, USA
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University of Virginia, Charlottesville, USA
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University of Florida, Gainesville, USA
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occupations (Sorenson 2007), a trend that can be found globally (Skaalvik & Skaalvik 2017). The real and imagined fears of pre-service teachers preparing to enter urban classrooms include stress about misunderstanding the school culture and language, receiving hostile reactions from colleagues and parents, being seen as incompetent, being physically and emotionally victimized, and managing defiant youth and primarily being perceived as racially incompetent (Dworkin et al. 1988; Stevenson 2014; Veltri 2010). While many studies measure the experience of preservice teaching effectiveness stress (Klassen et al. 2013; Onchwari 2010), few measure the racial dynamics surrounding that stress. Proximal and daily interactions between teachers of Black or Latino students are racialized simply because of the presence of racial/ethnic competence anxiety—meaning that stereotyped ideas and anxiety may precede actual encounters. White teachers are particularly susceptible to this type of racial stress (Bartoli et al. 2015; Michael 2014; Stevenson 2014; Swartz 2003). Racialized experiences are encounters that might ignite racially stressful or relieving thoughts, feelings, and actions.
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