Literaturnachweis - Detailanzeige
| Autor/inn/en | Conner, Laneshia R.; Dyson, Yarneccia; Jones, V. Nikki; Drew, Vanessa |
|---|---|
| Titel | Black Experiences Matter: Reflections of Black Faculty Experiences with Black Administrators |
| Quelle | In: Journal of Social Work Education, 59 (2023) 2, S.372-390 (19 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Conner, Laneshia R.) ORCID (Dyson, Yarneccia) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1043-7797 |
| DOI | 10.1080/10437797.2021.2019633 |
| Schlagwörter | African American Teachers; Administrators; Blacks; African Americans; Social Work; Professional Autonomy; Interaction; Teacher Administrator Relationship; Affective Behavior; Power Structure; Teacher Attitudes; Work Environment; Minority Group Teachers; Diversity (Faculty) |
| Abstract | Experiences of Black social work faculty with Black administrators is understudied. This mixed-methods study used a phenomenological approach to explore the experiences of Black social work faculty and staff (N = 55; Mage = 44.26, SD = 12.07) currently or previously supervised by a Black administrator. The main findings were that participants had more autonomy and positive interactions, formal or informal visible supports, and support and understanding from their administrators. Several respondents identified more affective perceptions and feelings rather than actual behaviors to describe negative experiences. Future research should expand the instrument to include more characteristics of administrators, the context of the respondent, and collect information from Black administrators on how they view their roles when working with Black faculty. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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