A Racio-Economic Analysis of Teach for America: Counterstories of TFA Teachers of Color

Autor/inn/en	Lapayese, Yvette V.; Aldana, Ursula S.; Lara, Eduardo
Titel	A Racio-Economic Analysis of Teach for America: Counterstories of TFA Teachers of Color
Quelle	In: Penn GSE Perspectives on Urban Education, 11 (2014) 1, S.11-25 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-7109
Schlagwörter	Minority Group Students; Achievement Gap; Federal Programs; Racial Bias; Teacher Recruitment; Minority Group Teachers; Program Effectiveness; Nontraditional Education; Economically Disadvantaged; Educational Theories; Interviews; Teacher Attitudes; Knowledge Level; Race; Power Structure; Experience; Whites; Educational Policy; Court Litigation; Social Bias; Focus Groups; Economic Factors + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Lehrerrekrutierung; Non-traditional education; Alternative Erziehung; Educational theory; Theory of education; Bildungstheorie; Interviewing; Interviewtechnik; Lehrerverhalten; Wissensbasis; Rasse; Abstammung; Erfahrung; White; Weißer; Politics of education; Bildungspolitik; Rechtsstreit; Ökonomischer Faktor
Abstract	This article discusses Teach for America (TFA), one of the alternative education programs of the U.S. Department of Education designed to address the achievement gap of students of color in the country. Topics explored in this research include issues of racism and race in the recruitment and support of its teacher corp; how TFA educators of color perceive the impact of alternative teaching programs in economically disenfranchised communities of color; the function of counterstories in the education; and the interest-convergence theory in education. Interviews were conducted with TFA teachers of color to capture their counterstories in terms of: (1) knowledge and beliefs about race, power and education, (2) information on the participant and her/his experiences in the program, and (3) perception of the program's impact in economically disenfranchised communities of color. Results showed that TFA effectively benefits the economic and racial interests of Whites. Organizational policy recommendations are made to inspire some much needed dialogue and change regarding TFA's racial practices as an organization upholding White interests. (ERIC).
Anmerkungen	University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10