"Pushed" to Teach: Pedagogies and Policies for a Black Women Educator Pipeline

Autor/inn/en	Gist, Conra D.; White, Terrenda; Bianco, Margarita
Titel	"Pushed" to Teach: Pedagogies and Policies for a Black Women Educator Pipeline
Quelle	In: Education and Urban Society, 50 (2018) 1, S.56-86 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124517727584
Schlagwörter	Females; African American Teachers; Minority Group Teachers; Learning Experience; Grade 11; Grade 12; Educational Change; Critical Theory; Race; Social Justice; Research Projects; Secondary School Students; Urban Education; High Schools + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Lernerfahrung; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Bildungsreform; Kritische Theorie; Rasse; Abstammung; Soziale Gerechtigkeit; Forschungsvorhaben; Sekundarschüler; Stadtteilbezogenes Lernen; High school; Oberschule
Abstract	This research study examines the learning experiences of 11th- and 12th-grade Black girls participating in a precollegiate program committed to increasing the number of Teachers of Color entering the profession by viewing a teaching career as an act of social justice committed to educational equity. The pipeline functions as an education reform structure to disrupt pedagogies and policies that push Black girls out of educational spaces at disproportionate rates by instead pushing Black girls to teach. Critical race and Black feminist theories are utilized to analyze interviews from Black girls over a 5-year period of the program and composite characters are developed to spotlight key findings that allow us to (a) better understand and amplify the collective learning and social-emotional experiences of Black girls in the program, (b) highlight and critique the challenges and possibilities for positively pushing Black girls' intellectual identities as students and future teachers via pedagogies and supports, (c) identify spaces and structures in schools that can resist and combat the marginalization of Black girls' agency and genius, and (d) consider implications for the development of Black Women Educator pipelines. (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01