Sneaking out of the Big House? Perceptions of African American Mentees in a Graduate-Level Teacher Education Program on a White Campus

Autor/inn/en	View, Jenice L.; Frederick, Rona
Titel	Sneaking out of the Big House? Perceptions of African American Mentees in a Graduate-Level Teacher Education Program on a White Campus
Quelle	In: Journal of Negro Education, 80 (2011) 2, S.134-148 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	African American Teachers; Graduate Students; Teacher Education; Mentors; Teacher Educators; Reflective Teaching; Teacher Attitudes; Surveys; Interviews + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerausbildung; Lehrerbildung; Teacher education; Education; Lehrerverhalten; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik
Abstract	This article highlights the voices of in-service African American teachers who are matriculating in a graduate program by exploring their perceptions of mentorship. The authors explore the dual-identity and instructional challenges of these teachers of color in a predominately "White" professional development program that seeks to mentor students in a hands-on, intentional manner, particularly on matters of critical pedagogy. What are the teachers' expectations, desires and goals? In what ways might African American teacher educators and students conspire outside of the frames of traditional teacher education and teacher professional development programs on behalf of P-12 children of color? To what the extent do in-service teachers of color in the program expect or perceive particular mentoring from the faculty of color to help address the concerns of P-12 children of color in public schools? Data from 14 surveys and interviews with four teachers reveal the limits of mentoring for liberation. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10