Recruiting African American Male Teachers in K-12 Schools PDF Download
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Author: Jesse Watson
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
A case study of the experiences of six African American male teachers in a southern K-12 school district is presented in this study. The purpose of this study was: 1) to hear the voices of African American male teachers in a selected urban school district; 2) to identify the factors that contribute to their job acceptance decisions; 3) to gain an in-depth understanding of why teachers chose teaching as a profession; 4) to determine and understand the nature of the professional lives of these teachers; and finally, 5) to advance our existing knowledge base in attracting African American males to our nation's classrooms. The data collection process consisted of one-on-one, open-ended interview questions with six highly qualified African American male public school teachers in a K-12 school district in the Southern region of the United States. The key themes which emerged through data analysis include: (1) nobility associated with the teaching profession; (2) compassion associated with the teaching profession; (3) stability associated with the teaching profession; (4) family and community influences; (5) life experiences and (6) I was not recruited: I chose this district. Ethic of Care and Critical Race theoretical frameworks were the foundation for the study.
Author: Jesse Watson
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
A case study of the experiences of six African American male teachers in a southern K-12 school district is presented in this study. The purpose of this study was: 1) to hear the voices of African American male teachers in a selected urban school district; 2) to identify the factors that contribute to their job acceptance decisions; 3) to gain an in-depth understanding of why teachers chose teaching as a profession; 4) to determine and understand the nature of the professional lives of these teachers; and finally, 5) to advance our existing knowledge base in attracting African American males to our nation's classrooms. The data collection process consisted of one-on-one, open-ended interview questions with six highly qualified African American male public school teachers in a K-12 school district in the Southern region of the United States. The key themes which emerged through data analysis include: (1) nobility associated with the teaching profession; (2) compassion associated with the teaching profession; (3) stability associated with the teaching profession; (4) family and community influences; (5) life experiences and (6) I was not recruited: I chose this district. Ethic of Care and Critical Race theoretical frameworks were the foundation for the study.
Author: Sherry Reynolds-Whitaker
Publisher:
ISBN: 9781369000085
Category : African American teachers
Languages : en
Pages : 211
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Book Description
This is a study of African American male teachers' experiences in K-12 schools across multiple states and school districts. The research explores the motivation of African American male teachers to consider a career in teaching; the challenges they faced in the teacher education programs and in the classroom; their support systems that they had from beginning of the education journey to today; and how they actually described the experiences of being an African American male teacher in urban, suburban, and other settings within the K-12 learning environment, including understanding the underlying forces that affected these teachers' decisions to change careers or to stay in their current schools or the teaching profession altogether. This qualitative study obtained data from ten African American male teachers by using an in-depth interview structure with 22 open-ended questions that lasted 50-90 minutes. This dissertation builds on the growing literature that investigates the shortage of minorities in education and how improving diversity in the classroom can change school dynamics that affect the pathways into the teaching profession, recruiting, retaining and experiences of African American male teachers.
Author: Dr. Lawrence V. Bolar
Publisher: AuthorHouse
ISBN: 1524659169
Category : Self-Help
Languages : en
Pages : 165
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Book Description
The Nonnegotiable: Educating African-American Male Students K-12 will highlight several salient points that were stimulated from NCLB, better known as the No Child Left Behind Act. The book presents several alarming problems. One problem is the dropout rate. Research indicates 53 percent of African-American males nationwide drop out of school. Research indicates African-American high school students are notably falling behind their Caucasian counterparts in graduation rates, dropout rates, literacy rates, and college preparedness rates. According to the Schott 50 State Report on Public Education and Black Males, African-American and Hispanic twelfth-grade students read at approximately the same level as Caucasian eighth-grade students. The National Assessment of Educational Progress reports that 88 percent of African-American eighth graders read below grade level, compared to 62 percent of Caucasian eighth graders. The goal of the book is to afford each reader the opportunity to cultivate their educational outlook on African-American males and provide their schools with effective, culturally responsive reform. The overarching goal for this book is to bring enlightenment to a dark cloud that hovers over the success or lack of success of the African-American male student.
Author: Shannon T. Lewis
Publisher:
ISBN: 9781303274251
Category : African American teachers
Languages : en
Pages : 186
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Book Description
African American male teachers represent a disproportionately low number of educators in the American public school system. This lack of representation has implications for understanding, interacting with and educating the growing population of students of African descent in public schools. In addition, all students benefit from experiencing African American males in classrooms for cultural and educational reasons. For these reasons, recruiting and retaining African American males for careers in education is imperative. This dissertation investigated the reasons African American males do not select careers in education given the history of this career and its prominence for people of African descent. Using Critical Race Theory (CRT) as a theoretical framework, this phenomenological study addressed barriers that African American men may face in pursuing a career in education. Six African American male educators (elementary, middle and high school levels) from three school districts in rural Arkansas were interviewed to ascertain their views on why African American males were not pursuing degrees and careers in education. A qualitative analysis of participant interviews explored economic, academic, social and cultural factors affecting black males in deciding to enter the teaching profession. Specifically, African American males described a lack of positive African American male role models, financial hardship as a deterrent to college enrollment, and expectation of inadequate professional salary. The study focused on five emergent themes that elucidate a more complete understanding of barriers faced by African American male educators: (1) Stereotypes of African American males; (2) Motivations to teach; (3) Barriers faced by African American men in becoming teachers; (4) Specific problems encountered in the classroom; and (5) Encouraging other African American men to teach. Keywords: Critical Race Theory, African American male educators, recruitment, teacher shortage.
Author: Chance W. Lewis
Publisher: Emerald Group Publishing
ISBN: 178190622X
Category : Education
Languages : en
Pages : 296
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Book Description
This edited volume offers sound suggestions for advancing diversity in the teaching profession. It provides teacher education programs with needed training materials to accommodate Black male students, and school district administrators and leaders with information to help recruit and retain Black male teachers.
Author: Kelley A. Peatross
Publisher:
ISBN:
Category : African American teachers
Languages : en
Pages : 320
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Book Description
This study examined the underrepresentation of African American(A/A) male teachers in three Midwestern school districts. The study sought to determine: (1) the perception of A/A teachers concerning their K-12 teaching experiences when disaggregated by the number of years of teaching, (2) their perception of why they went into teaching when disaggregated by the number of years of teaching, (3) their perception of the need for A/A male teachers, and (4) their perception of value and accomplishments as A/A male teachers in the classroom. This study utilized a qualitative phenomenological design and was based upon Maslow's (1970) hierarchy of needs and Herzberg, Mausner, and Snyderman's (1959) motivation-hygiene theory. The conceptual framework was supported through the research literature of Moran, Woolfolk, and Hoy (2001), Kimbrough and Salomone (1993), Leong (1995), and Milner and Howard (2004), which focuses on the "motivational factors" leading to A/A males selecting teaching as a career. Utilizing a qualitative interview design, individual interviews, along with a focus group session, 14 participants were identified, with 7 participants agreeing to participate in this study. The researcher utilized the NVivo 8 program to categorize the data and identify recurring themes as well as to assist in analyzing, shaping, and managing the data generated from this research study. Findings in this study revealed that all participants agreed, regardless of their years of teaching, that there were not enough A/A males in K-12 education, that there was value in having A/A males as K-12 teachers, that they enjoyed sharing their experiences with their students, and that the level of pay served as a deterrent to A/A males going inot the teaching field. This study adds to the current body of literature by exposing additional motivational factors that influence A/A males to select teacher education as a career. Findings in this study may prove to be invaluable to teacher education programs and educational leaders as they redesign, promote, and seek ways to sustain A/A males in the teaching profession.
Author: Edward Brockenbrough
Publisher: Routledge
ISBN: 1317448502
Category : Social Science
Languages : en
Pages : 197
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Book Description
This volume follows eleven Black male teachers from an urban, predominantly Black school district to reveal a complex set of identity politics and power dynamics that complicate these teachers’ relationships with students and fellow educators. It provides new and important insights into what it means to be a Black male teacher and suggests strategies for school districts, teacher preparation programs, researchers and other stakeholders to rethink why and how we recruit and train Black male teachers for urban K-12 classrooms.
Author: Ashley N. Woodson
Publisher: Taylor & Francis
ISBN: 1003832865
Category : Social Science
Languages : en
Pages : 236
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Book Description
This book reflects the diversity and possibility of critical research in education, with an emphasis on the examination of the intersections of social identities for men teachers of color, and the relationship between social identity and struggles for political and professional agency. The authors address race and race inequality in education and provide a strong theoretical foundation for filling the empirical gap on men teachers of color by engaging in questions such as: How do critical considerations of the intersection of race, gender, and profession inform the future of teacher education? What does it mean to be ‘men’ or ‘of color’ in the context of the teaching profession in the U.S. and abroad? What are the aims of ethnoracial diversity in the field of education? The research included in this edited volume explores topics including, but not limited to, men teachers of color and their perceived pathways to the profession; their perceptions of and partnerships with colleagues of other genders; their sexual and gendered identities and performances; and how they embrace, reject, or negotiate the expectations of performing as a role model in classrooms. Moreover, the chapters provide explicit implications for teachers, teacher educators, university, and PK-12 administrators, education activists, and/or education policymakers. In sum, this volume charts a new landscape in education research for all men teachers of color. The chapters in this book were originally published as a special issue of the journal Race Ethnicity and Education.
Author: Roy Irving Jones
Publisher: Advantage Media Group
ISBN: 1599323397
Category : Education
Languages : en
Pages : 165
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Book Description
In the pages of this book, you will find the words of the young men, whose passion for teaching is finally connecting with America's African American youth. Their stories tell it all. Young men who have teetered on tragedy, who have had trauma and disappointment in their lives are inspired to new heights--Call Me MISTER has opened the doors to a great future in which they can give back in remarkable ways.
Author: Betty Achinstein
Publisher: Teachers College Press
ISBN: 0807752185
Category : Education
Languages : en
Pages : 225
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Book Description
This book examines both the promise and complexity of diversifying today's teaching profession. Drawing from a 5-year study of 21 new teachers of colour working in urban, hard-to-staff schools, this book uncovers a systemic paradox that the teachers confront. They are committed to improving educational opportunities for students of colour by acting as role models, culturally/linguistically responsive teachers, and change agents. The teaching profession encouraged such commitments and some teachers acted with support from individual, organizational, and community-based sponsors. However, many of these new teachers work in schools that are culturally subtractive and have restrictive accountability policies that challenge their ability to perform cultural/professional roles to which they are committed. Many teachers internalize the contradiction, resulting in their becoming changed agents within the educational system they sought to change. This book is essential reading for educators, leaders, and policymakers.
