If We're Not Doing It, Then Who? A Qualitative Study of Black Special Educators' Persistence

Autor/inn/en	Scott, LaRon A.; Brown, Amber; Wallace, Weade; Cormier, Christopher J.; Powell, Christine
Titel	If We're Not Doing It, Then Who? A Qualitative Study of Black Special Educators' Persistence
Quelle	In: Exceptionality, 29 (2021) 3, S.182-196 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cormier, Christopher J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2020.1850453
Schlagwörter	Special Education Teachers; Teacher Persistence; African American Teachers; Barriers; Teaching Conditions; Teacher Motivation; Minority Group Students; Students with Disabilities; Student Needs; Change; Elementary Secondary Education; Teacher Characteristics; Culturally Relevant Education; Change Agents; Advocacy; Role Models; Racial Factors + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; African Americans; Afroamerikaner; Lehrbedingungen; Unterrichtsbedingungen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Wandel; Sozialanwaltschaft; Identifikationsfigur
Abstract	Ample research exists regarding various reasons special education teachers leave the profession, yet little attention is given to factors that promote professional persistence. The current study was used to address the factors that might encourage the persistence of Black special education teachers (BSETs), who face numerous challenges frequently leading to attrition. Three focus groups with BSETs (N = 9) were conducted and grounded theory analytic procedures were used to generate a preliminary grounded theory, "Black Special Education Teacher Persistence in Schools," to explain BSETs' persistence. Participants reported being motivated to change special education systems for students of color with disabilities. Participants described being motivated to change systems based on situational challenges (e.g., poor sense of belonging, bias toward qualifications) distinctively experienced by BSETs. Considerations for future research, educational policy, and practice are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01