A comparison of teacher immediacy in African‐American and Euro‐American college classrooms

Abstract

Matched‐race perceptions of teacher immediacy of African‐American and Euro‐American college teachers were compared. African‐American (N = 77) and Euro‐American (N = 113) college students at matched‐race colleges completed versions of the teacher immediacy scale and indices of cognitive, affective, and behavioral learning. Consistent with the general hypothesis guiding the study, teacher immediacy scores were higher for the African‐American teachers than the Euro‐American teachers. Significant positive correlations between immediacy and measures of cognitive, affective, and behavioral learning were observed for both groups, but the correlations were significantly greater for the Euro‐Americans.