Navigating the Double Bind: A Systematic Literature Review of the Experiences of Novice Teachers of Color in K-12 Schools

Autor/inn/en	Bettini, Elizabeth; Cormier, Christopher J.; Ragunathan, Maalavika; Stark, Kristabel
Titel	Navigating the Double Bind: A Systematic Literature Review of the Experiences of Novice Teachers of Color in K-12 Schools
Quelle	In: Review of Educational Research, 92 (2022) 4, S.495-542 (48 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cormier, Christopher J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/00346543211060873
Schlagwörter	Literature Reviews; Teaching Experience; Beginning Teachers; Minority Group Teachers; Elementary School Teachers; Secondary School Teachers; Socialization; Beginning Teacher Induction; Preservice Teachers; Teacher Attitudes; Racism + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Socialisation; Sozialisation; Lehrerverhalten; Rassismus
Abstract	A robust body of U.S.-based research demonstrates the importance of teachers of color to promote positive outcomes among students of color, and recent policies aim to increase the proportion of teachers of color. These policies are unlikely to succeed if they ignore how educational systems currently marginalize teachers of color, particularly early in teachers' careers, when they are more likely to leave. Thus, we conducted a systematic narrative review of the experiences of novice teachers of color in K-12 schools. We identified 72 relevant studies, from 1996 to the present, and qualitatively analyzed themes within them. We found that novices' experiences of their socialization into K-12 educational institutions were deeply racialized, through their interactions with every aspect of K-12 educational systems. Novices' experiences often placed them in a double bind, as they experienced tensions between their personal commitments as people of color and their professional commitments in schools that perpetuated oppressive systems. Welcoming novice teachers of color into K-12 schools thus necessitates broader efforts to dismantle the many ways oppressive systems are embedded within and perpetuated by schools--efforts to which novice teachers of color can contribute, but for which they should not bear sole responsibility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01