Retention of African American Male Teachers in Elementary and Middle Schools PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Retention of African American Male Teachers in Elementary and Middle Schools PDF full book. Access full book title Retention of African American Male Teachers in Elementary and Middle Schools by Marla West. Download full books in PDF and EPUB format.
Author: Marla West
Publisher:
ISBN:
Category : African American teachers
Languages : en
Pages : 0
Get Book Here
Book Description
"The representation of African American male teachers in elementary urban schools has decreased. The purpose of this basic qualitative study was to investigate administrators’ and African American male teachers’ perceptions of how administrators are challenged to support the retention of African American male teachers in elementary and middle schools in the focus urban school district. Social, cognitive, and transformational leadership theories were used as a framework to guide the study. Research questions addressed how administrators perceive the ways they support the retention of African American male teachers and how African American male teachers perceive that support. Purposeful sampling was used to recruit eleven African American male teachers and eight administrators to participate in this study. Data were collected using semi structured interviews and thematic analysis. The interview responses were transcribed and examined through thematic analysis, which identified codes and themes derived from the transcripts. The three key findings that emerged from the data were (a) climate and culture, (b) developing strong relationships and collaboration, and (c) support and professional development. The findings identified leadership practices that supported challenges influenced by student achievement, professional growth, and African American teacher retention. Further recommendations include the findings from this study may contribute to a positive social change of African American male teachers’ presence in school settings and improve effective leadership supports provided for African American male teachers in urban schools."--Abstract.
Author: Marla West
Publisher:
ISBN:
Category : African American teachers
Languages : en
Pages : 0
Get Book Here
Book Description
"The representation of African American male teachers in elementary urban schools has decreased. The purpose of this basic qualitative study was to investigate administrators’ and African American male teachers’ perceptions of how administrators are challenged to support the retention of African American male teachers in elementary and middle schools in the focus urban school district. Social, cognitive, and transformational leadership theories were used as a framework to guide the study. Research questions addressed how administrators perceive the ways they support the retention of African American male teachers and how African American male teachers perceive that support. Purposeful sampling was used to recruit eleven African American male teachers and eight administrators to participate in this study. Data were collected using semi structured interviews and thematic analysis. The interview responses were transcribed and examined through thematic analysis, which identified codes and themes derived from the transcripts. The three key findings that emerged from the data were (a) climate and culture, (b) developing strong relationships and collaboration, and (c) support and professional development. The findings identified leadership practices that supported challenges influenced by student achievement, professional growth, and African American teacher retention. Further recommendations include the findings from this study may contribute to a positive social change of African American male teachers’ presence in school settings and improve effective leadership supports provided for African American male teachers in urban schools."--Abstract.
Author: Shannon T. Lewis
Publisher:
ISBN: 9781303274251
Category : African American teachers
Languages : en
Pages : 186
Get Book Here
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
Get Book Here
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: Michael Lamar Robinson
Publisher:
ISBN:
Category : African American teachers
Languages : en
Pages : 171
Get Book Here
Book Description
The experiences of students can invariably affect their choices to pursue a career in teaching. As a group African-American male students encounter myriad obstacle as they attempt to navigate the American public education system. Institutional racism embedded into the system has caused nearly incalculable harms to this group. As the population demographics of the US public schools change there is a greater need for more racially diverse teacher staff to present students with culturally relevant education experiences. As a group, African-American males are one of the least represented groups of educators comprising less than 2% of all US public school teachers. What are the experiences of African-American male teachers and what is their perceived impact on schools and students? Utilizing Critical Race Theory, this case study explored the experiences and perceived impact that African-American male teachers have on schools and their students. All participants in this study were drawn from a low socioeconomic, minority majority middle school with a large English Language Learner population situated in a large urban city in Southeastern Massachusetts. The sample consisted of 3 African-American male teachers, 2 White male teachers and 1 White male middle school Principal employed at the research site. The data collection process assisted in answering the six research questions. The data gleaned from these interviews is presented in the following 7 themes: (a.) How Teachers See and Experience Racism. (b.) How they interpret classism in how it affects African-Americans. (c.) Teachers' autobiographical experiences as students. Teacher's negative experiences relived as they witness their students experience negative experiences. (d.) Teachers' autobiographical experiences that guide their teaching. (e.) Benefits of African-American Male teachers and Role Models. (f.) Experiences that motivate and drive their practice. (g.) Recruitment and retention as perceived by teachers.
Author: Joseph R Gibson
Publisher:
ISBN:
Category :
Languages : en
Pages : 116
Get Book Here
Book Description
According to Robert L. Smith, "the achievement gap separating black boys from just about everyone else springs from a powerful, anti-education culture rising in the black community. Parents who undervalue education, and a mass media that peppers youth with the quick, shallow rewards of hip-hop lifestyle, are steering alarming numbers of boys down a dead-end path." Erik Eckholm explained that "terrible schools, absent parents, racism, the decline in blue collar jobs, and a subculture that glorifies swagger over work have all been cited as causes of the deepening ruin of black male youth." They also appear to be a large part of the reason why "nationwide, the percentage of black male teachers is 2.4 percent," according to the National Education Association in 2008. Rather than becoming teachers, Bernard Carver explained that "a growing and alarming number of African American males are either become victims of negative circumstances (e.g., dropping out of school at an early age, being sent to penal institutions, or succumbing to urban violence) or becoming participants in activities that are counterproductive to their development (e.g., involving drugs and gangs)."Black males are generally alienated as students by and from the American public education, and, as a result, are also alienated as potential educators. Janice Hale explained that "African American [male] children do not enter school disadvantaged, they leave disadvantaged. There's nothing wrong with the children but there is clearly something wrong with what happens to them in school." For one, the absence of Black male role models in the classroom is serious obstacle to the education of Black boys. "In order to be a Black man, you have to see a Black man," wrote Jawanza Kunjufu, who estimated that Black men make up less than 2 percent of all public school teachers. "Without Black men role models, our boys learn to see school as for girls and sissies."In addition, Tawannah Allen wrote that "African American male students have traditionally received the most negative treatment by public educators" and, consequently, chronically underachieve academically. Welsing confirmed that "it is little wonder that 98% of all of the Black male children I talk with, who have reached the junior high school level, hate school. Schools and their personnel, like all other aspects of the racist system, do their share to alienate Black males from maximal functioning."
Author: R. Perez Gatling, MEd
Publisher: AuthorHouse
ISBN: 1491839198
Category : Education
Languages : en
Pages : 139
Get Book Here
Book Description
It is high time for more diversity in education, diversity that includes thorough, articulate, Black males. Contrary to popular belief, the need for a strong emergence of Black male teachers is not only for the benefit of Black boys and Black girls. Children and parents of all races and both genders need to be introduced to the antithesis of the stereotypical Black man and build strong, healthy relationships that will be the means for greater racial and ethnic harmony.
Author: Vernon C. Polite
Publisher: Teachers College Press
ISBN: 9780807738702
Category : Education
Languages : en
Pages : 590
Get Book Here
Book Description
In this groundbreaking and timely volume Vernon Polite and James Davis have brought together the perspectives and research findings of eminent scholars who study the educational and social lives of African American males. The result is a volume that brims with new outlooks and viewpoints, a refreshing departure from pervasive and oftentimes stereotypical literature about the African American male experience, and gives the reader access to prevalent issues affecting this population today. Thoughtful attention is paid to broader outcomes such as educational attainment, job procurement, and quality of life. These topics are discussed against the backdrop of student background and schooling with an overall aim to improve the academic and social outcomes of this population . Chapters range from explorations into identifying giftedness and responsive teaching styles, to educating African American males in the suburbs. The contributors to this volume offer differing methodologies and foci to document how the social and educational worlds of African American males cross, and the editors suggest policy implications that derive from these studies. This eloquent, engaging, and accessible volume has much to offer its readers and is especially important to people concerned with the well-being of African American boys and men.
Author: Dr. Lawrence V. Bolar
Publisher: AuthorHouse
ISBN: 1524659169
Category : Self-Help
Languages : en
Pages : 165
Get Book Here
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: Dawn Bradley Cooper
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
Author: Roy Irving Jones
Publisher: Advantage Media Group
ISBN: 1599323397
Category : Education
Languages : en
Pages : 165
Get Book Here
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.
