Exploring the Boundary-Heightening Experiences of Black Male Teachers: Lessons for Teacher Education Programs

Autor/inn/en	Bristol, Travis J.; Goings, Ramon B.
Titel	Exploring the Boundary-Heightening Experiences of Black Male Teachers: Lessons for Teacher Education Programs
Quelle	In: Journal of Teacher Education, 70 (2019) 1, S.51-64 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bristol, Travis J.) ORCID (Goings, Ramon B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487118789367
Schlagwörter	African American Teachers; Males; Teaching Experience; Teacher Education Programs; Preservice Teachers; Minority Group Teachers; Inservice Teacher Education; Teaching (Occupation); Teacher Attitudes; Public School Teachers; Diversity (Faculty); Urban Schools; School Districts; Race; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Male; Männliches Geschlecht; Lehrerfortbildung; Teaching; Lehrberuf; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Rasse; Abstammung; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	This article uses a phenomenological approach to explore the organizational dynamic of boundary heightening for 27 Black male teachers, across 14 schools, in one urban school district. Black male teachers described being perceived by their colleagues as either incompetent or overqualified to teach their subject matter. These experiences created workplace environments in which participants felt alienated from their colleagues. In response, these Black male teachers strategically erected social boundaries to manage interactions with their colleagues. Black male teacher diversity campaigns in education preparation programs should be informed by Black male teachers' school-based experiences. The article shows how teacher education programs can redesign facets of their preparation to attend to the boundary-heightening and workplace experiences that Black male teachers may face in becoming teachers of record. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01