Waiting for Black Superman: A Look at a Problematic Assumption

Autor/in	Pabon, Amber
Titel	Waiting for Black Superman: A Look at a Problematic Assumption
Quelle	In: Urban Education, 51 (2016) 8, S.915-939 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085914553673
Schlagwörter	Urban Schools; Males; Public School Teachers; Teaching Experience; Personal Narratives; Teacher Education; Teaching (Occupation); Teacher Persistence; Disproportionate Representation; Racial Identification; Racial Discrimination; Urban Education; Gender Differences; Semi Structured Interviews; Career Readiness; Academic Standards; African American Teachers; New York (New York) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Male; Männliches Geschlecht; Erlebniserzählung; Lehrerausbildung; Lehrerbildung; Teaching; Lehrberuf; Racial bias; Rassismus; Stadtteilbezogenes Lernen; Geschlechterkonflikt; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende
Abstract	Black male teachers make up less than 2% of the U.S. public school labor force. A prevalent discourse among educational stakeholders has suggested that Black male teachers are the key to helping students in urban schools develop skills to succeed in school by acting as role models. This assertion presents Black male teachers as a panacea to improving urban schools while ignoring the historical and contemporary contexts that complicate their roles in schools. This study uses life history methods to access the narratives of a group of Black male teachers to shed light on their experiences working in urban classrooms. The purpose of this study is to broaden our understandings about teacher education, teaching, and teacher retention of Black male teachers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01