| Title: |
To Race Match or Not? Exploring the Potential Benefits of Peer Tutors Who Are Racially Identical vs. Non-Identical to Students with Disabilities in Physical Education |
| Language: |
English |
| Authors: |
Paul R. Malinowski |
| Source: |
Journal of Physical Education, Recreation & Dance. 2025 96(7):40-44. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
5 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Descriptors: |
Physical Education Teachers; Physical Education; Racial Factors; Racial Composition; Peer Teaching; Peer Relationship; Students with Disabilities; Affordances; Barriers |
| DOI: |
10.1080/07303084.2025.2520199 |
| ISSN: |
0730-3084; 2168-3816 |
| Abstract: |
Scholars encourage physical educators to consider a variety of factors before they assign a peer tutor to a student with a disability in their classes. To date, however, no scholars have encouraged physical educators to consider the racial parity, or lack thereof, between prospective peer tutors and students with disabilities. Therefore, this article explores the potential benefits of assigning students with disabilities to a racially identical vs. racially non-identical peer tutor. Both types of peer tutors may provide benefits that warrant consideration in peer tutoring-assignment decisions, particularly in the United States, where physical educators may have several opportunities to assign students with disabilities to a peer tutor who shares or does not share the same race as them. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1489830 |
| Database: |
ERIC |