"Meek, But Not Weak!" A Resilient Black Female Mathematics Teacher Composes a Purposeful Life

Autor/in	Leavitt, Della Ruth
Titel	"Meek, But Not Weak!" A Resilient Black Female Mathematics Teacher Composes a Purposeful Life
Quelle	(2010), (222 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Illinois at Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-4432-0
Schlagwörter	Hochschulschrift; Dissertation; Urban Schools; Mathematics Teachers; Teacher Attitudes; Reflective Teaching; Teaching Methods; African American Teachers; Women Faculty; Females; Case Studies; Middle School Teachers; Secondary School Mathematics; Mathematics Instruction; Personal Narratives; Resilience (Psychology); Racial Factors; Family Influence; Spiritual Development; Religious Factors; Religion; Advocacy; Teacher Expectations of Students; Educational Environment; Identification (Psychology); Parent Teacher Cooperation; Teacher Administrator Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; African Americans; Afroamerikaner; Frauenakademie; Weibliche Gelehrte; Weibliches Geschlecht; Case study; Fallstudie; Case Study; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Mathematics lessons; Mathematikunterricht; Erlebniserzählung; Sozialanwaltschaft; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	This narrative case study of a Black female middle grades mathematics teacher in an urban school provides an in-depth look at one teacher's life story, resilience, and teaching practices in a racialized environment. The study gives particular attention to the factors that contributed to her strength and resilience: family and faith. This view of the teacher's life and teaching experiences are told by the author with support of the teacher. This National Board-certified teacher with an engineering degree is an exemplar not by these strictly-defined criteria, but based on her character and her actions. She teaches racially diverse students who are not expected to excel. She disproves low expectations by demonstrating (1) student advocacy, (2) reflective teaching strategies of mathematics concepts, (3) creation of a learning environment where students feel free to bring up social issues outside of mathematics, (4) sees herself with family, faith-based support that fits with her racial, gender and teacher identities, (5) willingness to speak out in difficult situations, (6) relationships with parents that support student learning and (7) isolation from fellow teachers and (8) active pursuit of administrative support. This study compels me to call for a comprehensive conceptualization of a teacher that reminds us to consider the "Teacher as Human Being". This concept is not meant to over-emphasize individualized teaching; rather, it recognizes the collective humanity we each experience differently. This perspective expands the boundaries of current definitions of effective mathematics teachers. This conceptualization brings person-centered considerations to the conversations of "what" makes for a highly qualified teacher by asking "who" is a highly qualified teacher. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10