Untying the Double Bind

Autor/inn/en	Cormier, Christopher J.; Bettini, Elizabeth; Stark, Kristabel
Titel	Untying the Double Bind
Quelle	In: Phi Delta Kappan, 104 (2023) 8, S.19-24 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/00317217231174708
Schlagwörter	Teacher Recruitment; Minority Group Teachers; Educational Change; Beginning Teachers; African American Teachers; Teacher Persistence; Teaching Experience + Suchen Sie Ihr Suchwort? Lehrerrekrutierung; Bildungsreform; Junior teacher; Junglehrer; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende
Abstract	Racially and ethnically minoritized students are now the majority in U.S. public schools. This demographic change, along with heightened attention to racial injustice and evidence regarding the importance of Black teachers, has renewed a decades-old push to increase their numbers. Redesigning teacher education and development to support the recruitment and retention of Black teachers requires ongoing critical understanding of their racialized experiences. Uncritical approaches to workplace diversification perpetuate deficit attitudes toward Black students and unfairly burden Black teachers. Authors Christopher J. Cormier, Elizabeth Bettini, and Kristabel Stark describe challenges novice Black teachers often face, and they suggest critical considerations for this conversation within teacher education programs and schools. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01