Exploring Minority Teachers' Experiences Pertaining to Their Value in Education: A Single Case Study of Teachers in New York City

Autor/in	Henry, Alethea
Titel	Exploring Minority Teachers' Experiences Pertaining to Their Value in Education: A Single Case Study of Teachers in New York City
Quelle	(2018), (141 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-5086-0
Schlagwörter	Hochschulschrift; Dissertation; Minority Group Teachers; Teaching Experience; Disproportionate Representation; Elementary School Teachers; Secondary School Teachers; Urban Schools; School Districts; Teacher Attitudes; Educational Practices; Critical Theory; Race; Racial Bias; Teacher Education; Educational Change; Teacher Shortage; Role Models; New York (New York) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Lehrerverhalten; Bildungspraxis; Kritische Theorie; Rasse; Abstammung; Racial discrimination; Rassismus; Lehrerausbildung; Lehrerbildung; Bildungsreform; Lehrermangel; Identifikationsfigur
Abstract	The lack of minority teachers in the United States is an ongoing problem, and the underrepresentation of minority teachers in the United States has been recognized as a symptom and a cause of racial injustice. The general problem is that minority K-12 teachers are under-represented in the United States. The specific problem that justifies the need for this study is the lack of minority teachers in urban K-12 school districts in the United States, and how minority teachers perceive their teaching practices because there is so few of them. The purpose of this qualitative exploratory single case study is to gain a clearer understanding of minority teachers' experiences concerning the under-representation of minority K-12 teachers in urban school districts in the United States. The two research questions that guided the study were what are minority teachers' perceptions concerning their under-representation of minority teachers in urban school districts? and what are minority teachers' perceptions concerning their teaching practices and its impact on students in urban school districts? Critical race theory and stereotype threat theory serve as a theoretical framework for the proposed study. Participants were 12 minority teachers who were recruited from Facebook by way of purposeful sampling. Participants participated in in-depth semi-structured face-to-face interviews and an online focus group. The findings revealed that the education system is not built for minorities; minority teachers are not appreciated; lack of support needed to be successful; there are very few opportunities for minority teachers; lack of resources; the impact of racism in education; not seeing enough minority teachers; minority teachers act as role models, and teacher preparation is designed as a one-size-fits-all curriculum. Implications of this research concluded that if educational reform does not take place in urban schools then the current cycle will likely continue and the minority teacher shortage will continue to increase. The perceptions of participants match previous studies that relate to how minority teachers are not appreciated, the lack of support needed to be successful, lack of resources, the impact of racism in education, minority teachers' act as role models, and the impact of teacher preparation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01