Black male teachers: diversifying the United States’ teacher workforce

Anderson, Christian J.

doi:10.1108/jme-09-2017-0050

Cited by 2 publications

(3 citation statements)

References 1 publication

(1 reference statement)

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“…That is, students who did not find their parents supportive were able to draw from other resources in their school communities. One resource that students were able to draw from their local environment was racial socialization, which we came to realize was a critical component in the attainment of robust mathematics identities (Anderson, 2018;Lozada et al, 2017). Students came to realizations about the stereotypes and oppressive social structures facing Black males and created counter narratives for themselves.…”

Section: Discussionmentioning

confidence: 99%

“…Participants also highlighted the lack of Black male school staff members. Considering the systemic underrepresentation and, hence, the lack of availability of Black males in the teaching profession (Anderson, 2018), it is not surprising that Black male youth feel disconnected from their school environment. The absence of Black male teachers likely deprived students from having more experiences of racialization which students identified as an important protective factor.…”

Section: Discussionmentioning

confidence: 99%

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Risk, Protection, and Identity Development in High‐Achieving Black Males in High School

Houston

Pearman

McGee

2020

J of Research on Adolesc

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The resilience of high‐achieving Black male students is often overshadowed in scholarly literature by narratives of deficit, disorder, and disdain that position Black males as particularly vulnerable in educational spaces. This study builds from two prior analyses of a group of mathematically high‐achieving Black males living in high‐poverty urban communities and attending underresourced schools during their middle school years and focuses on the external risk and protective factors these students experienced during high school. Findings suggest that Black male high achievers were forced to overcome a confluence of institutional and curricular barriers while leveraging relational and organizational resources that promoted positive identity development and mathematics achievement.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Risk, Protection, and Identity Development in High‐Achieving Black Males in High School

Houston

Pearman

McGee

2020

J of Research on Adolesc

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“…This reality, termed bureaucratic misrepresentation (Grissom et al, 2015), is even more pronounced in places such as Pennsylvania in which 29% of its school age-children are people of color and 96% of its teachers are White (Stohr et al, 2018). Bureaucratic misrepresentation deprives students of the opportunity to see potential role models from their racial and cultural backgrounds (Anderson, 2018;Gindi et al, 2020). This lack of alignment portends significant consequences for students and teachers in today's schools.…”

Section: School Resegregation Todaymentioning

confidence: 99%

Educators’ experiences as K-12 students and efficacy for teaching in diverse schools

DeSantis

Christopher

2021

JME

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Purpose Significant differences exist in the racial composition of America’s student and teacher populations. This reality is compounded by the racial re-segregation patterns affecting many schools and systems in the USA. These trends make it increasingly less likely that educators encounter racial diversity during their experiences as K-12 students and more likely that they encounter racial diversity as educators. This paper aims to present the results of a study designed to explore the consequences of this reality on those educators’ abilities to successfully reach their students? Design/methodology/approach The present study used a quantitative exploratory design. Data were analyzed to determine if educators’ experiences as K-12 students affected their present self-efficacy for teaching in diverse classrooms, their self-efficacy for using culturally responsive techniques, and their confidence in the merits of deploying these approaches in classrooms. Findings Data from the present study suggest that educators whose school experiences included significant interactions in racially diverse settings are significantly more likely to possess a higher level of self-efficacy than those who do not. Originality/value This study illuminates an unexplored consequence of school resegregation and lends support for efforts to diversify the teaching force and resist school resegregation.

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Black male teachers: diversifying the United States’ teacher workforce

Cited by 2 publications

References 1 publication

Risk, Protection, and Identity Development in High‐Achieving Black Males in High School

Risk, Protection, and Identity Development in High‐Achieving Black Males in High School

Educators’ experiences as K-12 students and efficacy for teaching in diverse schools

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