Exploring the Boundary-Heightening Experiences of Black Male Teachers: Lessons for Teacher Education Programs
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| Title: | Exploring the Boundary-Heightening Experiences of Black Male Teachers: Lessons for Teacher Education Programs |
|---|---|
| Language: | English |
| Authors: | Bristol, Travis J. (ORCID |
| Source: | Journal of Teacher Education. Jan-Feb 2019 70(1):51-64. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education Middle Schools Secondary Education Junior High Schools |
| Descriptors: | African American Teachers, Males, Teaching Experience, Teacher Education Programs, Preservice Teachers, Minority Group Teachers, Inservice Teacher Education, Teaching (Occupation), Teacher Attitudes, Public School Teachers, Diversity (Faculty), Urban Schools, School Districts, Race, Elementary School Teachers, Middle School Teachers, Secondary School Teachers |
| Geographic Terms: | Massachusetts (Boston) |
| DOI: | 10.1177/0022487118789367 |
| ISSN: | 0022-4871 |
| Abstract: | This article uses a phenomenological approach to explore the organizational dynamic of boundary heightening for 27 Black male teachers, across 14 schools, in one urban school district. Black male teachers described being perceived by their colleagues as either incompetent or overqualified to teach their subject matter. These experiences created workplace environments in which participants felt alienated from their colleagues. In response, these Black male teachers strategically erected social boundaries to manage interactions with their colleagues. Black male teacher diversity campaigns in education preparation programs should be informed by Black male teachers' school-based experiences. The article shows how teacher education programs can redesign facets of their preparation to attend to the boundary-heightening and workplace experiences that Black male teachers may face in becoming teachers of record. |
| Abstractor: | As Provided |
| Number of References: | 86 |
| Entry Date: | 2018 |
| Accession Number: | EJ1199714 |
| Database: | ERIC |
| Abstract: | This article uses a phenomenological approach to explore the organizational dynamic of boundary heightening for 27 Black male teachers, across 14 schools, in one urban school district. Black male teachers described being perceived by their colleagues as either incompetent or overqualified to teach their subject matter. These experiences created workplace environments in which participants felt alienated from their colleagues. In response, these Black male teachers strategically erected social boundaries to manage interactions with their colleagues. Black male teacher diversity campaigns in education preparation programs should be informed by Black male teachers' school-based experiences. The article shows how teacher education programs can redesign facets of their preparation to attend to the boundary-heightening and workplace experiences that Black male teachers may face in becoming teachers of record. |
|---|---|
| ISSN: | 0022-4871 |
| DOI: | 10.1177/0022487118789367 |
