The Role of Empathy in Teaching Culturally Diverse Students

By G. McAllister, J. J. Irvine. 2002

366 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a76304354a8e42f481d6d516e6eff2d493c9b71b

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In Education

Citations in the corpus

Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy (2018, background): “Field experiences buttress classroom learning to support disposition development for work with culturally diverse youth in substantive ways (Bercaw, Summers, Colby, & Payne, 2012; Johnson, 2002; McAllister & Irvine, 2002).”
Teacher Characteristics for Culturally Responsive Pedagogy (2012, background): “Teachers must be caring (Gay, 2002 ; Dalton, 1998 ; Irvine, 2003 ; Nieto, 2004 ) and empathetic (McAllister & Irvine, 2002 ; Robins, Lindsey, Lindsey, & Terrell, 2006 ).”
Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions (2018, methodology): “…with one study set in a combined elementary and middle (pre-K to 8) school (Shriberg et al., 2012) and another in both elementary and middle schools (McAllister & Irvine, 2002), none set in high school, and two studies with unspecified grade levels (Hammerness & Matsko, 2013; Ryan et al., 2007).”
Preservice Teachers’ Learning about Cultural and Racial Diversity (2006, background): “McAllister and Irvine (2002), in their study of 34 practicing teachers’ beliefs about empathy and working with culturally diverse students, found that the teachers’ practices were enhanced when they had empathic dispositions.”
African American Males in Urban Schools: No Excuses—Teach and Empower (2007, background): “McAllister and Irvine (2002), in their important study of 34 practicing teachers’ beliefs about empathy and working with culturally diverse students, found that the teachers’ practices were enhanced when they had empathetic dispositions.”
What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability (2008, neutral): “…Givvin, Salmon, & MacGyvers, 2001; constructivism: Holt-Reynolds, 2000; instructional practices: Borko, Davinroy, Bliem, & Cumbo, 2000; diversity: McAllister & Irvine, 2002; bilingual education: Johnson, 2000; special education: Jordan & Stanovich, 2003; and urban education: Roderick, 1994).”
Structural Inequities and the Achievement Gap in Urban Schools (2004, background): “Teacher education must design programs that develop and nurture dispositions, such as empathetic connections with African American students, so that academic achievement may become a reality for all students (McAllister & Irvine, 2002).”
The Promise of Black Teachers' Success with Black Students. (2006, background): “…teachers of Black students maintain high expectations for their students (Siddle-Walker, 1996) and do not pity them but empathize with the students (McAllister & Irvine, 2002) so that students have the best possible chance of mobilizing themselves and empowering their families and communities.”