Irreconcilable Differences: Black Teachers' Lives and K-12 Schools

Autor/inn/en	Benson, Tracey A.; Salas, Spencer; Siefert, Bobbi
Titel	Irreconcilable Differences: Black Teachers' Lives and K-12 Schools
Quelle	In: Urban Review: Issues and Ideas in Public Education, 53 (2021) 4, S.659-680 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Benson, Tracey A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-020-00591-x
Schlagwörter	African American Teachers; Elementary Secondary Education; Teaching Experience; Racial Factors; Racial Bias; Teaching Conditions; Teacher Education Programs; Consciousness Raising + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Racial discrimination; Rassismus; Lehrbedingungen; Unterrichtsbedingungen; Bewusstseinsbildung
Abstract	University-based teacher education programs struggle with recruitment and retention of Black teachers. While the enrollment of children of color in K-12 public schools has held steady for over a decade, Black teachers continue to represent only a small percentage of classroom teachers and leave the classroom at higher rates than their White counterparts. In this article, drawing from an in-depth interview sequence (Seidman in Interviewing as qualitative research: a guide for researchers in education and the social sciences, Teachers College Press, New York, 2013), we theorize one Black teacher's racialized lived experience with colleagues and institutions to explore the factors that contributed to her early exit from the profession. With a Subject-Object Theory analytic framework (Kegan and Lahey, in: Lyons (ed) Handbook of reflection and reflective inquiry: mapping a way of knowing for professional reflective inquiry, Springer, Boston, 2010), our analysis underscores how a series of racially hostile encounters undermined her motivation and ability to enact change at the institutional level. Findings suggest that focusing primarily on consciousness and awareness raising in teacher education programs may fall short for Black educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01