Establishing a Quality Literature Base: Barriers That African Americans Face in Becoming Teachers

Autor/in	Godwin, Rebecca A.
Titel	Establishing a Quality Literature Base: Barriers That African Americans Face in Becoming Teachers
Quelle	In: Urban Review: Issues and Ideas in Public Education, 50 (2018) 5, S.757-772 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-018-0469-6
Schlagwörter	Barriers; African American Teachers; Teaching (Occupation); Researchers; Disproportionate Representation; Minority Group Teachers + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Teaching; Lehrberuf; Researcher; Forscher
Abstract	Researchers have long documented the need for increased representation of African American teachers in the United States teacher workforce. However, much of the resulting literature has been unsuccessful in eliciting change, as it does not explain "why" this need for increased representation persists. To address this gap, various researchers have turned to documenting the barriers which exist for African Americans at multiple stages of the process of becoming a teacher. This paper reviews, summarizes, and critiques this literature in order to document and describe the current depiction of the context of becoming a teacher for African Americans. Limitations in the literature are described based on Padilla (Handb Res Multicult Educ 2:127-145, 2004), and future steps to accommodate for and surpass the weaknesses of the current literature are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01