The personal qualities emphasized as desirable in teachers of the disadvantaged begin with respect for the pupil and include patience, understanding, sensitivity, good judgment, and a sense of humor. Teachers of the disadvantaged usually have middle class backgrounds, values, and attitudes which are in conflict with those learned by the children living in the slum areas. There is a need to develop training programs for teachers of the disadvantaged at university and public school inservice levels.
Get full access to this article
View all access options for this article.
References
1.
AndersonW. F.Jr.Attitude of parents of differing socioeconomic status toward the teaching profession.Journal of Educational Psychology, 1954, 14, 345–352.
2.
AsbellB.Not like other children.Redbook, October, 1963, 71, 64–65f.
3.
BeckerH. S.The career of the Chicago public school teacher.American Journal of Sociology, 1952, 57, 470–477.
4.
BellR. R. (Editor) The sociology of education: a sourcebook.Homewood, Illinois: Dorsey Press, 1962.
5.
BrookoverW. B.A sociology of education.New York: American Book Company, 1955.
6.
CheyneyA. B.A descriptive study of the methodology of outstanding teachers of culturally disadvantaged elementary school children. Unpublished doctoral dissertation, The Ohio State University, 1964.
7.
ClarkK. B.Educational stimulation of racially disadvantaged children. In PassowA. H. (Editor), Education in depressed areas.New York: Teachers College, 1963. Pp. 142–162.
8.
CohenA. K.Delinquent boys: the culture of the gang.Glencoe, Illinois: The Free Press, 1955.
9.
ConantJ. B.Slums and suburbs.New York: McGraw-Hill, 1961.
10.
CrosbyMurielChildren in crowded areas.Childhood Education, 1963, 39, 411–412.
11.
DavidsonH. H., and LangG.Children's perceptions of their teachers’ feelings toward them related to self-perception, school achievement and behavior.Journal of Experimental Education, 1960, 29, 107–118.
12.
DavisA.American status systems and the socialization of the child. In KluckhohnC., and MurrayH. A. (Editors), Personality in nature, society, and culture.New York: Alfred A. Knopf, 1954. Pp. 567–576.
13.
DrudingAleda E.Selection and preparation of teachers to serve in schools in culturally different areas. In JewettA., MersandJ., and GundersonD. V. (Editors), Improving English skills of culturally different youth in large cities.Washington, D.C.: US Government Printing Office, 1964. Pp. 187–194.
14.
Educational Policies Commission.Education and the disadvantaged American.Washington, D.C.: National Education Association, 1962.
15.
Educational Research Service.School programs for the disadvantaged: circular number 2.Washington, D.C.: National Education Association, 1963.
16.
GageN. L.Psychological research on teacher education for the great cities. Paper read at Research Council of the Great Cities Program for School Improvement, Chicago, June, 1963.
17.
GroffP. J.Dissatisfactions in teaching the cd child.Phi Delta Kappan, 1963, 45, 76.
18.
HighP. B.Educating the superior student in the deprived area school.American Teacher Magazine, 1963, 48, 5ff.
19.
MackieR. P., KvaraceusW. C., and WilliamsH. M.Teachers of children who are socially and emotionally maladjusted.Washington, D.C.: US Government Printing Office, 1957.
20.
MarburgerC. A.Considerations for educational planning. In PassowA. H. (Editor), Education in depressed areas.New York: Teachers College, 1963. Pp. 298–321.
21.
McGuireC., and WhiteG. D.Social origins of teachers–in Texas. In StilesL. J. (Editor), The teacher's role in American society.New York: Harper and Brothers, 1957. Pp. 23–41.
22.
MeadMargaretThe school in American culture. In HalseyA. H., JeanFloud, and AndersonC. A. (Editors), Education, economy, and society.New York: The Free Press of Glencoe, 1961. Pp. 421–433.
23.
MydralG.An American dilemma: the Negro problem and American democracy.New York: Harper and Row, 1963.
24.
RiessmanF.The culturally deprived child.New York: Harper and Row, 1962.
25.
RousseveR.Teachers of culturally disadvantaged American youth.Journal of Negro Education, 1963, 32, 114–121.
26.
SextonPatricia C.Education and income: inequalities in our public schools.New York: Viking Press, 1961.
27.
SimsV. M.The social-class affiliations of a group of public school teachers.School Review, 1951, 59, 331–338.
28.
SymondsP. M.Personality adjustment of women teachers.American Journal of Orthopsychiatry, 1941, 11, 14–20.
WarnerW. L., HavighurstR. J., and LoebM. B.Who shall be educated?: the challenge of unequal opportunities.New York: Harper and Brothers, 1964.
31.
WattenbergW., MengeJ. W., FaunceR., SullivanJ. C., EllsworthR. E., PetersMildred, RaseyM. I., and McDaidE.Social origins of teachers—a northern industrial city. In StilesL. J. (Editor), The teacher's role in American society.New York: Harper and Brothers, 1957. Pp. 13–22. (a)
32.
WattenbergW., MengeJ. W., FaunceR., SullivanJ. C., EllsworthR. E., PetersMildred, RaseyM. I., and McDaidE.Social origins of teachers and American education. In StilesL. J. (Editor), The teachers role in American society.New York: Harper and Brothers, 1957. Pp. 61–70. (b)
33.
WickmanE. K.Teachers and behavior problems.New York: The Commonwealth Fund, 1938.
34.
WolfEleanor P., and WolfL.Sociological perspective on the education of culturally deprived children.School Review, 1962, 70, 373–387.
