"I Wouldn't Invite Them to the Cookout": How Black Male Special Education Teachers Feel about Socializing with Their White Colleagues

Autor/in	Cormier, Christopher J.
Titel	"I Wouldn't Invite Them to the Cookout": How Black Male Special Education Teachers Feel about Socializing with Their White Colleagues
Quelle	In: Harvard Educational Review, 92 (2022) 1, S.86-106 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cormier, Christopher J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	African American Teachers; Males; Special Education Teachers; Teacher Attitudes; White Teachers; Racial Bias; Gender Bias; Interpersonal Relationship; Social Capital; Career Development; Cultural Differences; Social Isolation + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Male; Männliches Geschlecht; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrerverhalten; Racial discrimination; Rassismus; Geschlechterstereotyp; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sozialkapital; Berufsentwicklung; Kultureller Unterschied; Soziale Isolation
Abstract	In this research article, Christopher J. Cormier analyzes interviews he conducted with five Black male US special education teachers to understand how they experienced social ties in the workplace. The interviews reveal the raced and gendered dynamics that complicated the interviewees' relationships with their predominantly White and female colleagues and how these Black male teachers chose to forgo social activities with their White colleagues even while knowing that this avoidance could limit their opportunities for broader career advancement. (As Provided).
Anmerkungen	Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01