Race-ing through the School Day: African American Educators' Experiences with Race and Racism in Schools

Autor/in	Jay, Michelle
Titel	Race-ing through the School Day: African American Educators' Experiences with Race and Racism in Schools
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 22 (2009) 6, S.671-685 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
Schlagwörter	Race; Racial Discrimination; African Americans; Racial Bias; African American Teachers; Interviews; Phenomenology; Teaching Conditions; Coping; Stress Variables; Social Theories; Social Attitudes; Public Schools; Administrator Role; Critical Theory; Secondary School Teachers; Power Structure + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Racial bias; Rassismus; Afroamerikaner; Racial discrimination; African Americans; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Phenomenological psychology; Phänomenologie; Psychologie; Lehrbedingungen; Unterrichtsbedingungen; Bewältigung; Gesellschaftstheorie; Social attidude; Soziale Einstellung; Public school; Öffentliche Schule; Kritische Theorie
Abstract	This article examines the ways African American educators experience themselves as raced individuals in their school settings and explores their perceptions of racial discrimination, subordination, and isolation. For this study, five African American educators participated in in-depth phenomenological interviews. Qualitative data analysis of their stories revealed seven major thematic experiences: (1) hyper-visibility/invisibility; (2) intersecting identities; (3) challenging assumptions; (4) challenges to authority; (5) pigeonholing; (6) presumptions of failure, and (7) coping fatigue. The study confirms several tenets of critical race theory including the assertion that racism is not aberrant, but endemic and permanent in American society, and routinely exists in public schools. The study further suggests that those most directly positioned to bring about necessary, concrete change aimed at addressing racial discrimination and prejudice in schools are building-level administrators. (Contains 1 table and 3 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10