They Do It for the Culture: Analyzing Why Black Men Enter the Field of Special Education

Autor/in	Cormier, Christopher J.
Titel	They Do It for the Culture: Analyzing Why Black Men Enter the Field of Special Education
Quelle	In: Multiple Voices: Disability, Race, and Language Intersections in Special Education, 20 (2020) 2, S.24-37 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	African Americans; Males; African American Teachers; Special Education Teachers; Preservice Teacher Education; Preservice Teachers; Student Motivation; Career Choice; Experience; Mentors; Change Agents; Racial Bias; Disproportionate Representation; College Choice; Family Influence; Social Influences; At Risk Students; Academically Gifted; Intelligence + Suchen Sie Ihr Suchwort? Afroamerikaner; Male; Männliches Geschlecht; African Americans; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehramtsstudiengang; Lehrerausbildung; Schulische Motivation; Erfahrung; Racial discrimination; Rassismus; Studienortwahl; Sozialer Einfluss; Intelligenz; Klugheit
Abstract	Using racial formation theory as the ballast of this study, I interviewed seven Black men who were in preservice special education teacher preparation programs about what motivated them to enter the field. Data collection methods and analysis focused on participants' educational trajectories and introductions to the field of special education. I found that Black men in this study chose to enter special education as a result of varying influences, including prior experiences working with children or the suggestions of mentors. All participants indicated that they were "doing it for the culture"; that is, their career choices were in response to a pressing desire to be agents of change, primarily driven by an awareness of the needs of Black boys who are disproportionately represented in special education programs across the United States. Finally, I explore implications for future research and practice. (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. Great Lakes Equity Center. Indiana University School of Education-IUPUI, 902 W. New York St., Indianapolis, IN 46202. Tel: 317-278-3493; e-mail: mvjourn@iupui.edu; Web site: https://meridian.allenpress.com/mvedel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01