Meeting Myself: Race-Gender Oppression and a Genre Study of Black Men Teachers' Interactions with Black Boys

Autor/in	Warren, Chezare A.
Titel	Meeting Myself: Race-Gender Oppression and a Genre Study of Black Men Teachers' Interactions with Black Boys
Quelle	In: Race, Ethnicity and Education, 23 (2020) 3, S.367-391 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Warren, Chezare A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2019.1663982
Schlagwörter	Gender Differences; Single Sex Schools; African American Students; African American Teachers; Males; Teacher Student Relationship; Racial Attitudes; Self Concept; Power Structure; Outcomes of Education; Phenomenology; Mentors; High School Students; Student Attitudes; Role Models + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Male; Männliches Geschlecht; Teacher student relationships; Lehrer-Schüler-Beziehung; Rassenfrage; Selbstkonzept; Lernleistung; Schulerfolg; Phenomenological psychology; Phänomenologie; Psychologie; High school; High schools; Oberschule; Schülerverhalten; Identifikationsfigur
Abstract	Increasing the number of Black men teachers and single-sex schooling options have been heralded as necessary to reverse trends in the failure of US education institutions to adequately educate Black boys. Too little research interrogates Black men teachers' interactions with Black boys for how they might reinforce anti-oppressive conceptions of race, gender and sexuality. A "genre" study -- the multidimensional, intersectional examination of social identity to explain one's persistent dehumanization -- was utilized to investigate how Black men teachers' interactions with Black boys shape the boys' understanding of Black manhood and masculinities. Regardless of schooling arrangement, findings suggest Black men teachers must recognize and disavow hegemonic gender logics in interaction efforts aimed at improving Black boys' lives. Additionally, I argue the potential of Black men teachers' interactions with Black boys to function as sites for reimagining Black boys' humanity in ways that counter persistent messages of their inferiority and disposability (i.e. aniblackness). (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