Policy Dialogue: Black Teachers of the Past, Present, and Future

Autor/inn/en	Ladson-Billings, Gloria; Anderson, James D.
Titel	Policy Dialogue: Black Teachers of the Past, Present, and Future
Quelle	In: History of Education Quarterly, 61 (2021) 1, S.90-102 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2680
Schlagwörter	African American Teachers; Teacher Shortage; Futures (of Society); Educational Trends; Educational History; African American Education; Educational Policy; Teacher Student Relationship; African American Students; School Desegregation; Desegregation Effects; Teacher Education; Teacher Role; Research Needs; Educational Research + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Lehrermangel; Future; Society; Zukunft; Bildungsentwicklung; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Teacher student relationships; Lehrer-Schüler-Beziehung; Student; Students; Schüler; Schülerin; Studentin; Integrative Schule; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Forschungsbedarf; Bildungsforschung; Pädagogische Forschung
Abstract	In the second half of the twentieth century, the ranks of Black teachers and school administrators declined precipitously. Today, less than 7 percent of American teachers are Black. This loss has had a number of consequences for schools and communities, but perhaps especially for Black students. As recent research has found, Black students benefit socially and academically from having a Black teacher, are less likely to be suspended or expelled, and are more likely to enroll in college. For this inaugural policy dialogue, the HEQ editors asked Gloria Ladson-Billings and James D. Anderson to reflect on the past, present, and future of the Black teacher corps. Their wide-ranging exchange explores the various roles of educators, the legacy of segregation, the role of policy, and the Black experience. They close with a provocative list of research questions for emerging and established scholars to consider. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01