The significance of race in dyadic teacher-child interaction patterns in integrated third grade classes

Abstract

The purpose of this study was to determine in what way classroom interactions between black and white teachers and students varied in quantity or quality as a function of the race of participants. It was based on the idea that the lack of rapport between blacks and whites could be understood by describing specific interaction behaviors occurring in the natural setting of the classroom. The method used was the Brophy and Good (1970) teacher-child dyadic interaction coding system. Additional measures were the "My-teacher-thinks-I-am" scale (St. John, 1971) and a friendship choice questionnaire. White teachers interacted more with all students than black teachers. Explanations in terms of the threat to black teachers and the challenge to white teachers posed by the integrated class were offered. The race of the child was not a factor affecting interactions but it did influence the "My-teacher-thinks-I-am" scale score with black children giving more positive responses. That boys received more contact with both black and white teachers than girls did and that they also were more willing to interact with the other race than were girls was interpreted in light of cultural norms. The general conclusion was that differences in classroom interaction were related to race but not to the commonality of race of the participants.