It's Hard to Be Who You Don't See: An Exploration of Black Male High School Students' Perspectives on Becoming Teachers

Autor/inn/en	Goings, Ramon B.; Bianco, Margarita
Titel	It's Hard to Be Who You Don't See: An Exploration of Black Male High School Students' Perspectives on Becoming Teachers
Quelle	In: Urban Review: Issues and Ideas in Public Education, 48 (2016) 4, S.628-646 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-016-0371-z
Schlagwörter	Qualitative Research; High School Students; African American Students; Males; Influences; Career Choice; Teaching (Occupation); Interviews; Student Experience; Teacher Expectations of Students; Ethnic Stereotypes; Racial Bias; Aggression; Interaction; Teacher Student Relationship; Minority Group Teachers + Suchen Sie Ihr Suchwort? Qualitative Forschung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Male; Männliches Geschlecht; Influence; Einfluss; Einflussfaktor; Teaching; Lehrberuf; Interviewing; Interviewtechnik; Studienerfahrung; National stereotype; Nationales Stereotyp; Racial discrimination; Rassismus; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The goal of this qualitative study was to explore the perspectives of high school age Black males (N = 22) regarding factors that influence or deter their consideration of becoming teachers. Participants were enrolled in a yearlong, pre-collegiate course designed to introduce high school students to the teaching profession. Qualitative analysis of students' interviews revealed that negative school experiences, including low expectations, racial stereotypes, and microaggressions, deterred consideration of becoming a teacher. Positive interactions with encouraging teachers and the opportunity to have direct teaching experience in the community helped students see themselves as potential future teachers. Implications for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01