Voices of the "Othermothers": Reconsidering Black Professors' Relationships with Black Students as a Form of Social Exchange

Autor/in	Griffin, Kimberly A.
Titel	Voices of the "Othermothers": Reconsidering Black Professors' Relationships with Black Students as a Form of Social Exchange
Quelle	In: Journal of Negro Education, 82 (2013) 2, S.169-183 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.82.2.0169
Schlagwörter	College Faculty; College Students; Teacher Student Relationship; African American Teachers; African American Students; Mentors; Role Models; Social Exchange Theory; Semi Structured Interviews; Social Support Groups; Case Studies; Teacher Attitudes; Research Universities; Coding; Teacher Characteristics; Academic Achievement; Student Development; College Preparation; Qualitative Research + Suchen Sie Ihr Suchwort? Fakultät; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Identifikationsfigur; Theorie des sozialen Wandels; Social support; Soziale Unterstützung; Case study; Fallstudie; Case Study; Lehrerverhalten; Forschungseinrichtung; Codierung; Programmierung; Schulleistung; Qualitative Forschung
Abstract	This qualitative study of 28 Black faculties across two institutions explores how professors perceived their unique relationships with Black students. Participants noted the challenging and beneficial aspects of their relationships in ways consistent with "othermothering" frameworks, noting their close relationships based on similar experiences in the academy, commitments to community uplift, and high expectations. While there were time and energy costs, participants also cited personal and professional benefits associated with student interaction, including social support, research insights, and connecting them to their communities in meaningful ways. (Contains 1 table.) (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