Perspectives of 21st Century Black Women English Teachers on Impacting Black Student Achievement

Autor/in	Carrol, Summer A.
Titel	Perspectives of 21st Century Black Women English Teachers on Impacting Black Student Achievement
Quelle	In: Journal of Negro Education, 86 (2017) 2, S.115-137 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.86.2.0115
Schlagwörter	African American Teachers; Teacher Attitudes; Females; English Teachers; High School Teachers; Teacher Effectiveness; African American Students; Teacher Student Relationship; Academic Achievement; Achievement Gap; African American Education; Race; Critical Theory; Desegregation Litigation; School Desegregation + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Weibliches Geschlecht; English language lessons; Englischunterricht; High school; High schools; Oberschule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Student; Students; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Rasse; Abstammung; Kritische Theorie; Integrative Schule
Abstract	The objective of this study was to investigate Black teachers' perceptions of their impact on Black student achievement. Study participants included teachers with 2-15 years of experience from neighboring school districts in the mid-Atlantic region of the United States. Data were collected during school-year 2011-2012. Methods included journal writing, focus groups, interviews, and a questionnaire. Findings reveal that teachers found it difficult to positively impact Black student achievement because of frustrating situations they faced, including institutional, pedagogical, relational, positional, and cultural frustrations. The findings complicate the portrayal of Black teachers as culturally synchronized other mothers, mentors, and role models for Black students and highlight the negative, unintended consequences of the "Brown v. Board of Education" ruling (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