The Relevance of Historically Black Colleges and Universities in Preparing Black Educators and Teachers

Autor/inn/en	Collins, Edward; Davis, Cheron Hunter; Hilton, Adriel A.
Titel	The Relevance of Historically Black Colleges and Universities in Preparing Black Educators and Teachers
Quelle	In: eJEP: eJournal of Education Policy, (2013), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-9232
Schlagwörter	Black Colleges; Preservice Teacher Education; African American Teachers; Career Readiness; Bachelors Degrees; Longitudinal Studies; College Graduates; Education Majors; Comparative Analysis; Grants; Baccalaureate and Beyond Longitudinal Study (NCES) + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; 'Bachelor''s degrees'; Bachelor-Studiengang; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hochschulabsolvent; Hochschulabsolventin; Grant; Finanzielle Beihilfe
Abstract	This study examines the teacher readiness of Black graduates of Historically Black Colleges and Universities (HBCUs) relative to non-HBCUs. To accomplish this objective, this paper identifies several components of preparation available from the Baccalaureate and Beyond Longitudinal Study 2008/2009 (B&B: 08/09). Of the K-12 teaching preparation factors, significant differences were found between HBCU and non-HBCU graduates within a bachelor's degree teaching major. In addition, the study revealed that HBCU graduates maintained the highest proportion of teaching preparation across all variables, with the exception of awareness of the Teach Grant Program. (As Provided).
Anmerkungen	Arizona Board of Regents, for and on behalf of Northern Arizona University. PO Box 4087, Flagstaff, AZ 86011. Web site: https://nau.edu/coe/ejournal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04