View in EDS

It's Hard to Be Who You Don't See: An Exploration of Black Male High School Students' Perspectives on Becoming Teachers

Saved in:
Bibliographic Details
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1117091
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: It's Hard to Be Who You Don't See: An Exploration of Black Male High School Students' Perspectives on Becoming Teachers
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Goings%2C+Ramon+B%2E%22">Goings, Ramon B.</searchLink><br /><searchLink fieldCode="AR" term="%22Bianco%2C+Margarita%22">Bianco, Margarita</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Urban+Review%3A+Issues+and+Ideas+in+Public+Education%22"><i>Urban Review: Issues and Ideas in Public Education</i></searchLink>. Nov 2016 48(4):628-646.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2016
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Choice%22">Career Choice</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+%28Occupation%29%22">Teaching (Occupation)</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Expectations+of+Students%22">Teacher Expectations of Students</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Stereotypes%22">Ethnic Stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Bias%22">Racial Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Aggression%22">Aggression</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s11256-016-0371-z
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0042-0972
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 48
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2016
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1117091
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1117091
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s11256-016-0371-z
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 628
    Subjects:
      – SubjectFull: Qualitative Research
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Males
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Career Choice
        Type: general
      – SubjectFull: Teaching (Occupation)
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Teacher Expectations of Students
        Type: general
      – SubjectFull: Ethnic Stereotypes
        Type: general
      – SubjectFull: Racial Bias
        Type: general
      – SubjectFull: Aggression
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Minority Group Teachers
        Type: general
    Titles:
      – TitleFull: It's Hard to Be Who You Don't See: An Exploration of Black Male High School Students' Perspectives on Becoming Teachers
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Goings, Ramon B.
      – PersonEntity:
          Name:
            NameFull: Bianco, Margarita
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Type: published
              Y: 2016
          Identifiers:
            – Type: issn-print
              Value: 0042-0972
          Numbering:
            – Type: volume
              Value: 48
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Urban Review: Issues and Ideas in Public Education
              Type: main
ResultId 1