White Women's Work - Hancock Stephen D.

A volume in Contemporary Perspectives on Access, Equity, and Achievement
Historically, white women have had a tremendous influence on establishing the ideological, political, and cultural
scaffold of American public schools. Pedagogical orientations, school policies, and classroom practices are underwritten by white, cisgender,
feminine, and middle to upper class social and cultural norms. Labor trends suggest that students of color are likely to sit in front of many more
white women teachers than males or non‐white teachers, thus making it imperative to better understand the nature of white women’s work in
culturally diverse settings and the factors that most profoundly impact their effectiveness. This book examines how white women teacher
dispositions (i.e. knowledge, beliefs, and skills) intersect (and/or interact) with their racial identity development, the concept of whiteness,
institutional racism, and cultural perspectives of racial difference. All of which, as the authors in this volume argue, matter for nurturing a teaching
practice that leads to more equitable schooling outcomes for youth of color.
While it is imperative that the field of education recruits and retains more nonwhite teachers, it is equally important to identify research‐supported
professional development resources for a white woman‐dominated profession. To that end, the book’s contributors present critical insight for
creating cultural contexts for learning conducive to effective cross‐cultural and cross‐racial teaching. Chapters in the first section explore white
women’s role in establishing and maintaining school environments that cater to Eurocentric
sensibilities and white racial preferences for learning and social interaction. Authors in the second
section discern the implications of white images, whiteness, and white racial identity formation for
preparing and professionally developing white women teachers to be effective educators. Chapters in the
third section of the book emphasize the centrality of race in negotiating academic interactions that
demonstrate culturally responsive teaching. Each chapter in this book is written to investigate the
intersectionality of race, cultural responsive pedagogies, and teaching identities as it relate to teaching in
multiethnic environments. In addition, the book offers solution‐oriented practices to equip white women
(and any other reader) to respond appropriately and adequately to the needs of racially diverse students in
American schools.