Ideology and Identity among White Male Teachers in an All-Black, All-Male High School

Autor/inn/en	Rogers, Leoandra Onnie; Brooms, Derrick R.
Titel	Ideology and Identity among White Male Teachers in an All-Black, All-Male High School
Quelle	In: American Educational Research Journal, 57 (2020) 1, S.440-470 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219853224
Schlagwörter	Ideology; African American Students; Males; High School Students; Racial Differences; Whites; Teacher Characteristics; High School Teachers; Charter Schools; Academic Achievement; Identification (Psychology); Race; Masculinity; Social Class; Barriers; Teacher Effectiveness; Success; Student Needs; Student Development; Urban Schools; At Risk Students; College Preparation; Teacher Attitudes; Social Bias; Racial Bias + Suchen Sie Ihr Suchwort? Ideologie; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; High school; High schools; Oberschule; Rassenunterschied; White; Weißer; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Charter school; Charter-Schule; Schulleistung; Rasse; Abstammung; Männlichkeit; Social classes; Soziale Klasse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Erfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Racial discrimination; Rassismus
Abstract	National data trends underscore the "problem" of Black male achievement. Beneath the causes and consequences are the ideologies used to frame the problem and its solutions. The ideology of meritocracy is routinely employed to rationalize educational disparities. This article examined how White male teachers, in a charter school designed to promote academic success among Black boys, made sense of boys' academic achievement patterns. Interview analysis revealed the persistence of meritocracy, as teachers (a) located the problem within Black boys' identities; (b) constructed race, masculinity, and social class as barriers to students' academic success and teachers' effectiveness; and (c) positioned themselves relationally away from their students and the problem itself. We discuss implications for the academic development of Black boys. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01