Men Educators Of Color In Us Public Schools And Abroad
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| Author | : Ashley N. Woodson |
| Publisher | : Taylor & Francis |
| Total Pages | : 236 |
| Release | : 2023-12-11 |
| Genre | : Social Science |
| ISBN | : 1003832865 |
This book reflects the diversity and possibility of critical research in education, with an emphasis on the examination of the intersections of social identities for men teachers of color, and the relationship between social identity and struggles for political and professional agency. The authors address race and race inequality in education and provide a strong theoretical foundation for filling the empirical gap on men teachers of color by engaging in questions such as: How do critical considerations of the intersection of race, gender, and profession inform the future of teacher education? What does it mean to be ‘men’ or ‘of color’ in the context of the teaching profession in the U.S. and abroad? What are the aims of ethnoracial diversity in the field of education? The research included in this edited volume explores topics including, but not limited to, men teachers of color and their perceived pathways to the profession; their perceptions of and partnerships with colleagues of other genders; their sexual and gendered identities and performances; and how they embrace, reject, or negotiate the expectations of performing as a role model in classrooms. Moreover, the chapters provide explicit implications for teachers, teacher educators, university, and PK-12 administrators, education activists, and/or education policymakers. In sum, this volume charts a new landscape in education research for all men teachers of color. The chapters in this book were originally published as a special issue of the journal Race Ethnicity and Education.
| Author | : Chance W. Lewis |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 296 |
| Release | : 2013-04-23 |
| Genre | : Education |
| ISBN | : 178190622X |
This edited volume offers sound suggestions for advancing diversity in the teaching profession. It provides teacher education programs with needed training materials to accommodate Black male students, and school district administrators and leaders with information to help recruit and retain Black male teachers.
| Author | : June Gordon |
| Publisher | : Routledge |
| Total Pages | : 131 |
| Release | : 2002-11 |
| Genre | : Education |
| ISBN | : 1135699119 |
Looks at the key reasons why students of color are not entering teaching. Containing interviews with over 200 persons of color, this book will enable us to understand the cultural, political and historical forces discouraging teachers.
| Author | : Conra D. Gist |
| Publisher | : American Educational Research Association |
| Total Pages | : 1167 |
| Release | : 2022-10-15 |
| Genre | : Education |
| ISBN | : 093530293X |
Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.
| Author | : Michael Allen Newsom |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2023 |
| Genre | : |
| ISBN | : |
The research is clear about the fact that African American students are more successful academically and socially when they have at least one Black teacher. So too is the research about the positive impact Black male teachers (BMTs) have on boys of color. What has remained a mystery to many is why there are not more BMTs. This study asks current BMTs in Dayton Public Schools (DPS), a predominantly African American school district, why they became teachers and why they believe other Black men do not. Their experiences and opinions were captured and used to craft a plan of action to recruit and retain more BMTs to DPS. Some of the common suppositions about why more Black men do not go into teaching were not supported by the DPS interviewees. For example, while higher pay was mentioned as an inducement to attract more BMTs, more emphasis was based on Black families' commitment to 4-year degrees, access to educational opportunities, and the support, or lack thereof, Black men receive when they go into teaching. Just as interestingly, the stakeholders, all of whom are Black men thriving in various social service or educational capacities in Dayton, stated that their educational experiences as a young student not only played a major role in guiding their career paths, but they all assigned increased value to Black educators they encountered in their youth.
| Author | : Christopher Emdin |
| Publisher | : Beacon Press |
| Total Pages | : 234 |
| Release | : 2017-01-03 |
| Genre | : Education |
| ISBN | : 0807028029 |
A New York Times Best Seller "Essential reading for all adults who work with black and brown young people...Filled with exceptional intellectual sophistication and necessary wisdom for the future of education."—Imani Perry, National Book Award Winner author of South To America An award-winning educator offers a much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color, Dr. Christopher Emdin has merged his experiences with more than a decade of teaching and researching in urban America. He takes to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each student’s culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike—both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally. Merging real stories with theory, research, and practice, Emdin demonstrates how by implementing the “Seven Cs” of reality pedagogy in their own classrooms, urban youth of color benefit from truly transformative education.
| Author | : Michael Lamar Robinson |
| Publisher | : |
| Total Pages | : 171 |
| Release | : 2016 |
| Genre | : African American teachers |
| ISBN | : |
The experiences of students can invariably affect their choices to pursue a career in teaching. As a group African-American male students encounter myriad obstacle as they attempt to navigate the American public education system. Institutional racism embedded into the system has caused nearly incalculable harms to this group. As the population demographics of the US public schools change there is a greater need for more racially diverse teacher staff to present students with culturally relevant education experiences. As a group, African-American males are one of the least represented groups of educators comprising less than 2% of all US public school teachers. What are the experiences of African-American male teachers and what is their perceived impact on schools and students? Utilizing Critical Race Theory, this case study explored the experiences and perceived impact that African-American male teachers have on schools and their students. All participants in this study were drawn from a low socioeconomic, minority majority middle school with a large English Language Learner population situated in a large urban city in Southeastern Massachusetts. The sample consisted of 3 African-American male teachers, 2 White male teachers and 1 White male middle school Principal employed at the research site. The data collection process assisted in answering the six research questions. The data gleaned from these interviews is presented in the following 7 themes: (a.) How Teachers See and Experience Racism. (b.) How they interpret classism in how it affects African-Americans. (c.) Teachers' autobiographical experiences as students. Teacher's negative experiences relived as they witness their students experience negative experiences. (d.) Teachers' autobiographical experiences that guide their teaching. (e.) Benefits of African-American Male teachers and Role Models. (f.) Experiences that motivate and drive their practice. (g.) Recruitment and retention as perceived by teachers.
| Author | : Greg Wiggan |
| Publisher | : Springer |
| Total Pages | : 141 |
| Release | : 2016-07-08 |
| Genre | : Education |
| ISBN | : 9463004416 |
"This book auto-ethnographically explores the experiences of students and teachers both locally and globally, while addressing the critical intersection of race, class, and gender in education. It explores diversity perspectives on schools and society in Japan, the United States, Bahamas, and Jamaica in regards to living and attending schools in a foreign country; being an international minority student in the U.S.; and being a minority teacher in U.S. public schools. In doing so, the book addresses minority experiences as it seeks to promote agency and advocacy for the underserved both locally and globally, and making the world more humane and inclusive through education. It acknowledges that we live in a global society, and as such, we must become global citizens and ambassadors of the world in which we live. Greg Wiggan is an Associate Professor of Urban Education, Adjunct Associate Professor of Sociology, and Affiliate Faculty Member of Africana Studies at the University of North Carolina at Charlotte. His research addresses urban education and urban sociology in the context of school processes that promote high achievement among African American students and other underserved minority student populations. In doing so, his research also examines the broader connections between the history of urbanization, globalization processes and the internationalization of education in urban schools. His books include: Global Issues in Education: Pedagogy, Policy, Practice, and the Minority Experience; Education in a Strange Land: Globalization, Urbanization, and Urban Schools – The Social and Educational Implications of the Geopolitical Economy; Curriculum Violence: America’s new Civil Rights Issue; Education for the New Frontier: Race, Education and Triumph in Jim Crow America (1867–1945); Following the Northern Star: Caribbean Identities and Education in North American Schools; Unshackled: Education for Freedom, Student Achievement and Personal Emancipation; In Search of a Canon: European History and the Imperialist State; and Last of the Black Titans: The Role of Historically Black Colleges and Universities in the 21st Century.
| Author | : Bettina L. Love |
| Publisher | : Beacon Press |
| Total Pages | : 202 |
| Release | : 2019-02-19 |
| Genre | : Education |
| ISBN | : 0807069159 |
Winner of the 2020 Society of Professors of Education Outstanding Book Award Drawing on personal stories, research, and historical events, an esteemed educator offers a vision of educational justice inspired by the rebellious spirit and methods of abolitionists. Drawing on her life’s work of teaching and researching in urban schools, Bettina Love persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements. She argues that the US educational system is maintained by and profits from the suffering of children of color. Instead of trying to repair a flawed system, educational reformers offer survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education, which Love calls the educational survival complex. To dismantle the educational survival complex and to achieve educational freedom—not merely reform—teachers, parents, and community leaders must approach education with the imagination, determination, boldness, and urgency of an abolitionist. Following in the tradition of activists like Ella Baker, Bayard Rustin, and Fannie Lou Hamer, We Want to Do More Than Survive introduces an alternative to traditional modes of educational reform and expands our ideas of civic engagement and intersectional justice.
| Author | : Conra D. Gist |
| Publisher | : American Educational Research Association |
| Total Pages | : 1763 |
| Release | : 2022-10-15 |
| Genre | : Education |
| ISBN | : 0935302921 |
Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.
