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ABSTRACT
Given limited scholarship examining gender dynamics in interactions between Black female students with Black male teachers, it is important to interrogate how Black girls experience teaching and learning in classrooms with Black male teachers in order to create culturally relevant caring (CRC) environments that nurture this student population. By centering the students’ perspectives, this study examines perceptions of care when a race-match but gender-mismatch is present in the classroom. Using CRC as a conceptual framework and analytic tool, this qualitative case study investigates the significance of gender and race in establishing CRC in classrooms. Findings suggest that a lack of attention to gender fluidity and diversity within the Black female population can hinder the establishment of CRC.
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No potential conflict of interest was reported by the author(s).
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Iesha Jackson
Iesha Jackson is an Assistant Professor of Teacher Education at the University of Nevada, Las Vegas. Her work centers on examining methods to improve educational outcomes for students of color in urban schools. In order to address this, her research is situated in four main areas: student voice, culturally relevant and sustaining pedagogies, teacher education, and equity-based, macro-level education policies.