Literaturnachweis - Detailanzeige
Autor/in | Olitsky, Stacy |
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Titel | Teaching as Emotional Practice or Exercise in Measurement? School Structures, Identity Conflict, and the Retention of Black Women Science Teachers |
Quelle | In: Education and Urban Society, 52 (2020) 4, S.590-618 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Olitsky, Stacy) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1245 |
DOI | 10.1177/0013124519873676 |
Schlagwörter | African American Teachers; Females; Women Faculty; Science Teachers; Teacher Recruitment; Teacher Persistence; Identification (Psychology); Professional Identity; Racial Factors; Gender Issues; Culturally Relevant Education; Emotional Response; Urban Schools; Teaching Methods; Teacher Characteristics; Teacher Student Relationship; Teacher Attitudes African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Weibliches Geschlecht; Frauenakademie; Weibliche Gelehrte; Science; Science teacher; Wissenschaft; Lehrerrekrutierung; Geschlechterfrage; Emotionales Verhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten |
Abstract | To effectively teach historically marginalized groups of students, educators have argued for increasing recruitment and retention of teachers of color. This qualitative study draws on identity theory, exploring the relationship between school structures, self-talk, identity development, and retention of an African American woman science teacher. In this study, the teacher experienced identity conflicts because structures in her school conflicted with her professional identity, shaped by race and gender, as warm and connected. Results from this study indicate that policies that prioritize measurement over relationships can cause contradictions with culturally responsive approaches and the emotional practice of teaching. (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 | 2024/1/01 |