Elementary Interns' Understandings and Enactments of Warm Demanding


Embedded in the culturally relevant teaching literature is an image of the teacher as a “warm demander” whose practices with African American students are characterized by culturally relevant, critical care and authority and an absolute commitment to their students’ learning. While scholars have begun to describe the approach of the warm demander, few have examined the experience of preservice teachers (PSTs) who attempt to cultivate the stance. The purpose of this paper is to explore the warm demander perspectives and practices of two PSTs in full-time, elementary internships. The researchers drew on on-line discussion forum posts, interview and classroom video data to reveal the PSTs’ commitment to warm demanding and the different ways in which they enacted their commitment.

Publication Date



American Educational Research Association

Document Type

Conference Proceeding

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