Challenging Their Conceptions of Intellectualism: Exploring the Relationship between Race and the Motivation to Teach for STEM Educators

Autor/in	Morettini, Brianne
Titel	Challenging Their Conceptions of Intellectualism: Exploring the Relationship between Race and the Motivation to Teach for STEM Educators
Quelle	In: Journal of Negro Education, 86 (2017) 2, S.163-175 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.86.2.0163
Schlagwörter	Teacher Attitudes; Teacher Motivation; Race; Correlation; STEM Education; Racial Identification; Teaching (Occupation); African American Students; Hispanic American Students; Middle School Teachers; Middle School Mathematics; Mathematics Teachers; Science Teachers; African American Teachers; Decision Making; Racial Factors; Teaching Experience; Racial Relations + Suchen Sie Ihr Suchwort? Lehrerverhalten; Rasse; Abstammung; Korrelation; STEM; Teaching; Lehrberuf; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Science; Science teacher; Wissenschaft; Decision-making; Entscheidungsfindung
Abstract	This article seeks to advance the knowledge base providing equitable education to all children vis-à-vis a more diverse teaching staff. To that end, this article explores what is known about how individuals' racial identity influences their decision to enter the teaching profession. Based on a yearlong study conducted in a large school district serving primarily African American and Latino students, the article describes the motivations to teach for a cohort of alternatively prepared middle school mathematics and science teachers who have previous professional experience in science, technology, engineering, and mathematics (STEM) disciplines. The study found that African American participants expressed their race as an initial motivation to teach whereas White participants came to realize the influence of race on their teaching experiences in the midst of their first year in the classroom. (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	2020/1/01