In Hindsight and Now Again: Black Male Teachers' Recollections on the Suffering of Black Male Youth in US Public Schools

Autor/in	Pabon, Amber Jean-Marie
Titel	In Hindsight and Now Again: Black Male Teachers' Recollections on the Suffering of Black Male Youth in US Public Schools
Quelle	In: Race, Ethnicity and Education, 20 (2017) 6, S.766-780 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2016.1195359
Schlagwörter	African American Teachers; Teacher Attitudes; African American Students; Males; Public Schools; Educational Environment; Student Experience; Social Bias; Racial Bias; Track System (Education); Empathy; Interviews; Teacher Role; Self Concept; Disproportionate Representation + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Student; Students; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Public school; Öffentliche Schule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Studienerfahrung; Racial discrimination; Rassismus; Leistungsgruppe; Leistungsdifferenzierung; Empathie; Interviewing; Interviewtechnik; Lehrerrolle; Selbstkonzept
Abstract	This article draws from data in a larger qualitative study on the lives of black male teachers in US public urban schools. I examine their schooling experiences as black male youth. By coupling theories of social suffering with life history methodology, this research analyzes how three black male teachers experienced frustration, marginalization, and misery as students. For these participants, academic tracking was a site of social suffering. This suffering persisted into their adult lives as classroom teachers, as they witnessed and attempted to mitigate the struggles of their own black male students. The findings in this study have implications for further research on black male teachers as well as their recruitment and retention in US public schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01