It's Hard to Be Who You Don't See: An Exploration of Black Male High School Students' Perspectives on Becoming Teachers
Saved in:
| Title: | It's Hard to Be Who You Don't See: An Exploration of Black Male High School Students' Perspectives on Becoming Teachers |
|---|---|
| Language: | English |
| Authors: | Goings, Ramon B., Bianco, Margarita |
| Source: | Urban Review: Issues and Ideas in Public Education. Nov 2016 48(4):628-646. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Qualitative Research, High School Students, African American Students, Males, Influences, Career Choice, Teaching (Occupation), Interviews, Student Experience, Teacher Expectations of Students, Ethnic Stereotypes, Racial Bias, Aggression, Interaction, Teacher Student Relationship, Minority Group Teachers |
| DOI: | 10.1007/s11256-016-0371-z |
| ISSN: | 0042-0972 |
| Abstract: | The goal of this qualitative study was to explore the perspectives of high school age Black males (N = 22) regarding factors that influence or deter their consideration of becoming teachers. Participants were enrolled in a yearlong, pre-collegiate course designed to introduce high school students to the teaching profession. Qualitative analysis of students' interviews revealed that negative school experiences, including low expectations, racial stereotypes, and microaggressions, deterred consideration of becoming a teacher. Positive interactions with encouraging teachers and the opportunity to have direct teaching experience in the community helped students see themselves as potential future teachers. Implications for practice are discussed. |
| Abstractor: | As Provided |
| Number of References: | 48 |
| Entry Date: | 2016 |
| Accession Number: | EJ1117091 |
| Database: | ERIC |
| Abstract: | The goal of this qualitative study was to explore the perspectives of high school age Black males (N = 22) regarding factors that influence or deter their consideration of becoming teachers. Participants were enrolled in a yearlong, pre-collegiate course designed to introduce high school students to the teaching profession. Qualitative analysis of students' interviews revealed that negative school experiences, including low expectations, racial stereotypes, and microaggressions, deterred consideration of becoming a teacher. Positive interactions with encouraging teachers and the opportunity to have direct teaching experience in the community helped students see themselves as potential future teachers. Implications for practice are discussed. |
|---|---|
| ISSN: | 0042-0972 |
| DOI: | 10.1007/s11256-016-0371-z |
