Locked in Glass Classrooms: Black Male Special Education Teachers Socialized as Everything but Educators

Autor/inn/en	Cormier, Christopher J.; Scott, LaRon A.; Powell, Christine; Hall, Kendra
Titel	Locked in Glass Classrooms: Black Male Special Education Teachers Socialized as Everything but Educators
Quelle	In: Teacher Education and Special Education, 45 (2022) 1, S.77-94 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cormier, Christopher J.) ORCID (Scott, LaRon A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/08884064211061038
Schlagwörter	African American Teachers; Special Education Teachers; Males; Socialization; Racial Bias; Noninstructional Responsibility; Discipline; Athletic Coaches; Teacher Role; Role Conflict; Barriers; Equal Opportunities (Jobs) + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Male; Männliches Geschlecht; Socialisation; Sozialisation; Racial discrimination; Rassismus; Disziplin; Lehrerrolle; Rollenkonflikt; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf
Abstract	This qualitative study of 10 Black men who teach special education found that they experience their socialization into the profession by school leaders and other system-level influencers as both challenging and conflicting. Although past research demonstrates that Black men who teach special education face pressure to engage in noninstructional roles, especially as disciplinarians and sports coaches, the impact on their school work experiences has not been examined. Study findings show that participants experience a conflict in role that creates a "glass classroom" distinct from the glass ceiling and the glass escalator. The barriers of the glass classroom make school experiences difficult because others do not see Black male teachers' potential for other meaningful school-based assignments. Thus, their opportunities are constrained. The study uses Wingfield and Chavez's racial inequity and occupational outcomes and role socialization theory as conceptual frameworks. Implications for practice and research are provided. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01