Supporting Black Male Preservice Teachers: Evidence from an Alternative Teacher Certification Program

Bristol, Travis J.; Wallace, David J.; Manchanda, Sarah; Rodriguez, Anthony M.

doi:10.1080/0161956x.2020.1828690

Cited by 17 publications

(10 citation statements)

References 42 publications

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“…Future research might explore the specific influences of critical affinity spaces and how they are conceptualized in terms of gender identity. In Bristol et al (2020), for example, we note the affordances of a space dedicated toward the identities of Black male-identifying participants and our own space, which included one Black male (Samuel Bland), but centered the experiences of women of color. Future research must explore the intersections of gender, race, and disability as it informs teachers of color affinity spaces.…”

Section: Discussionmentioning

confidence: 99%

“…Moving from a trauma-informed approach toward a healing-centered framework (Ginwright, 2015) emphasizes the need for teachers of color to collectively heal and reimagine pedagogies of activism and resistance in their classrooms (Pour-Khorshid, 2018). Bristol et al (2020) used an affinity space with Black male educators and found that the participating pre-service teachers positively rated their experiences and participation in the space. Participants especially noted feelings of solidarity and self-advocacy that led to collaborative problem-solving abilities in school spaces.…”

Section: Review Of Literaturementioning

confidence: 99%

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From Support to Action: A Critical Affinity Group of Special Education Teachers of Color

Kulkarni

Bland

Gaeta

2022

Teacher Education and Special Education

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Special education teachers of color (SETOC) multiply experience marginalized positions as students of color in P-12 classrooms, as teachers in teacher preparation programs, and alongside the experiences of students of color with disabilities. Instead of drawing from their identities, SETOC tend to be absorbed into the ableist, behaviorist, and racist system of special education and are expected to become complicit in the system. For educators of color, critical affinity groups provide support, reduce trauma, and support work toward collective intersectional justice. Using qualitative narratives, this paper describes how a critical affinity group (re)positioned three SETOC as smart, knowledgeable, and addressing racism and ableism in schools. Disability studies and critical race theory (DisCrit) illuminated SETOC’s unique experiences and how they came together to process racist/ableist interactions and resisted the erasure of their identities as teachers of color. Implications discuss how teacher preparation programs can support the needs of SETOC.

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Section: Discussionmentioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

From Support to Action: A Critical Affinity Group of Special Education Teachers of Color

Kulkarni

Bland

Gaeta

2022

Teacher Education and Special Education

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“…School and district leaders should also consider targeted supports for beginning teachers of color and beginning teachers serving more socioculturally marginalized students. For example, recent scholarship points to the value of affinity groups as spaces in which beginning teachers of color can discuss racialized challenges they experience in teaching and receive support from colleagues of color who understand and have experience addressing these challenges (e.g., Bristol et al, 2020; Mosely, 2018). Proactively designing social support systems specifically for teachers who are currently less likely to experience social supports in their schools may be a way of ensuring all teachers receive the support necessary to sustain their commitment to continuing to teach.…”

Section: Discussionmentioning

confidence: 99%

Disparities in Teachers’ Access to Schools’ Collective Social Assets Based on Role, Race, and Poverty

Mason-Williams

Bettini

Mathews

et al. 2022

Remedial and Special Education

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A schools’ collective social assets (i.e., school culture, administrative support, and satisfied colleagues) are especially important for beginning teachers at higher risk of attrition, including special educators, teachers of color, teachers in high-poverty schools, and teachers in schools serving predominantly students of color. These teachers often report experiencing less social support than general educators, White teachers, teachers in low-poverty schools, and teachers serving predominantly White students, respectively; we labeled this inequitable access to schools’ collective social assets Intersectional Professional Vulnerability. Using data from the Schools and Staffing Survey and structural equation modeling, we examined how beginning teachers’ race/ethnicity and their students’ race/ethnicity, socioeconomic status, and disability status related to perceptions of their schools’ collective social assets and how those perceptions shaped intent to continue teaching. We found significant differences in access to collective social assets based on their race/ethnicity, role as special versus general educators, and students served within their school.

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“…Furthermore, scholars should continue to explore implications for how BMSETs are socialized into the profession. For example, Bristol et al (2020) noted the importance of affinity groups for preservice Black male teachers as school-based socialization support. Future studies could explore affinity groups for BMSETs and whether these groups influence more positive socialization experiences and serve a role in retaining these teachers.…”

Section: Discussionmentioning

confidence: 99%

Locked in Glass Classrooms: Black Male Special Education Teachers Socialized as Everything But Educators

Cormier

Scott

Powell

et al. 2022

Teacher Education and Special Education

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This qualitative study of 10 Black men who teach special education found that they experience their socialization into the profession by school leaders and other system-level influencers as both challenging and conflicting. Although past research demonstrates that Black men who teach special education face pressure to engage in noninstructional roles, especially as disciplinarians and sports coaches, the impact on their school work experiences has not been examined. Study findings show that participants experience a conflict in role that creates a “glass classroom” distinct from the glass ceiling and the glass escalator. The barriers of the glass classroom make school experiences difficult because others do not see Black male teachers’ potential for other meaningful school-based assignments. Thus, their opportunities are constrained. The study uses Wingfield and Chavez’s racial inequity and occupational outcomes and role socialization theory as conceptual frameworks. Implications for practice and research are provided.

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Supporting Black Male Preservice Teachers: Evidence from an Alternative Teacher Certification Program

Cited by 17 publications

References 42 publications

From Support to Action: A Critical Affinity Group of Special Education Teachers of Color

From Support to Action: A Critical Affinity Group of Special Education Teachers of Color

Disparities in Teachers’ Access to Schools’ Collective Social Assets Based on Role, Race, and Poverty

Locked in Glass Classrooms: Black Male Special Education Teachers Socialized as Everything But Educators

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