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It argues that U.S. educational structures assign dependent roles to students and independent roles to educators, creating dominant-culture expectations and evaluation criteria. With data indicating that most elementary and secondary teachers are White, yet Black students are increasingly the majority, the analysis reviews disparities in access and attainment and questions whether teachers are prepared to teach Black students effectively.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-impact-of-white-teachers-on-the-academic-achievement-of-black-students-an-exploratory-qualitative-analysis/603379/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-impact-of-white-teachers-on-the-academic-achievement-of-black-students-an-exploratory-qualitative-analysis/603379.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What question does the analysis address about white teachers?","Question",{"text":111,"@type":112},"It investigates the impact that white teachers have on Black students’ academic achievement and related school outcomes.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What disparity in teaching force composition is highlighted?",{"text":116,"@type":112},"Research cited in the text reports that almost 87% of U.S. elementary and secondary teachers are White, while only about 8% are Black.",{"name":118,"@type":109,"acceptedAnswer":119},"Why does the document argue effective teaching may be reduced?",{"text":120,"@type":112},"It links reduced effectiveness to deficit perspectives, cultural misunderstanding, and hegemonic frameworks that lower expectations and limit respect for students’ families and primary culture.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603379,1792096155,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":36},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Bruce Douglas is a researcher with Mid-Continent Research for Education and Learning, Denver, Colorado. Chance W.  \nLewis is an associate professor in the Department of Teaching, Learning, and Culture at Texas A&M University, College Station, Texas. Adrian Douglas is a doctoral candidate in the School of Education and Malcolm Earl Scott is an assistant professor in the School of Social Work, both at Colorado State University, Fort Collins, Colorado. Dorothy GarrisonWade is an assistant professor in the School of Education at the University of Colorado-Denver, Denver, Colorado.  \nThe Impact of White Teachers  \non the Academic Achievement of Black Students:  \nAn Exploratory Qualitative Analysis  \nBy Bruce Douglas, Chance W. Lewis, Adrian Douglas, Malcolm Earl Scott,& Dorothy Garrison-Wade  \nThe social structures that exist in the American educational system consist of students and educators (e.g., teachers and administrators) . Based on the roles assigned to these individuals in the educational system of the United States, students are dependent persons, and educators are independent persons. The system creates expectations and evaluates outcomes based upon ideas, beliefs, and values generally accepted by the dominant culture of the school. As the United States of America progresses further into the 21st century, student populations are increasingly made up of greater proportions of Black students (Lewis, 2006) . In these school systems, students of color, particularly in urban settings, represent the majority student populations (Lewis, Hancock, James, & Larke, in press) . Interestingly, the educators—teachers and administrators—that comprise  \nthese settings are predominately White, and, in turn, the students of color commonly face pressures that students who do not share the racial and cultural background of the educators do not (Landsman & Lewis, 2006) .  \nMore than any other time in U.S. history, Black students are being educated by people who are not of their racial or cultural background. Research (Lewis, 2006; U.S. Department of Education, 2004) reports that almost 87% of the United States elementary and secondary teachers are White, while only eight percent (8%) of those teachers are Black. The discussion about the lack of academic success of Black students often leads to consideration of factors external to schools, such as: (a) Black students’academic performance; (b) inadequate academic preparation; and (c) lack of family support for Black students. Given that a significant number of Black students in America’s public schools are largely educated by White teachers (Landsman & Lewis, 2006), there is a pressing need to know more about the impact that White teachers have on Black students’ school outcomes (e.g., academic achievement) .  \nCritical Analysis of Education for Black Students  \nWhite Teachers and Black Students  \nThere are marked disparities in the outcomes of education for Black and White students. In its 2004 report, the United States Commission on Civil Rights (USCCR) noted that Black students do not achieve as well in school as White students. The National Center for Education Statistics (NCES, 2004) reported that Black students continue to trail White students with respect to educational access, achievement, and attainment. The report from the NCES does not discuss who is teaching Black students or whether these teachers are prepared to teach Black students effectively (Lewis, 2006). Research on effective teachers of Black students emphasizes, among other things, the teachers’collective belief that Black students’potential will not be realized in classrooms where teachers view Black students from a deficit perspective (King, 1994; Ladson-Billings, 1994; Lewis, Hancock, James, & Larke, in press; Mitchell, 1998; Quiocho & Rios, 2000). Most often associated with White teachers, this approach does not assume Black students’potential but aims to compensate for what is presumed missing from the student’s backg","cbCaid781obune2L","https://ap.wps.com/l/cbCaid781obune2L","pdf",128980,16,"English","# The Impact of White Teachers on the Academic Achievement of Black Students\n## Critical Analysis of Education for Black Students\n## White Teachers and Black Students","[{\"question\":\"What question does the analysis address about white teachers?\",\"answer\":\"It investigates the impact that white teachers have on Black students’ academic achievement and related school outcomes.\"},{\"question\":\"What disparity in teaching force composition is highlighted?\",\"answer\":\"Research cited in the text reports that almost 87% of U.S. elementary and secondary teachers are White, while only about 8% are Black.\"},{\"question\":\"Why does the document argue effective teaching may be reduced?\",\"answer\":\"It links reduced effectiveness to deficit perspectives, cultural misunderstanding, and hegemonic frameworks that lower expectations and limit respect for students’ families and primary culture.\"}]","The Impact of White Teachers - on the Academic Achievement of Black Students - An Exploratory Qualitative Analysis | PDF"]