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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 0000-0002-5234-3481), Goings, Ramon B. (ORCID 0000-0002-4770-7543)
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
FullText Text:
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  Data: Exploring the Boundary-Heightening Experiences of Black Male Teachers: Lessons for Teacher Education Programs
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  Data: <searchLink fieldCode="AR" term="%22Bristol%2C+Travis+J%2E%22">Bristol, Travis J.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5234-3481">0000-0002-5234-3481</externalLink>)<br /><searchLink fieldCode="AR" term="%22Goings%2C+Ramon+B%2E%22">Goings, Ramon B.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4770-7543">0000-0002-4770-7543</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teacher+Education%22"><i>Journal of Teacher Education</i></searchLink>. Jan-Feb 2019 70(1):51-64.
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  Data: 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
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  Data: Y
– Name: Pages
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  Data: 14
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  Label: Publication Date
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  Data: 2019
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22African+American+Teachers%22">African American Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Inservice+Teacher+Education%22">Inservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+%28Occupation%29%22">Teaching (Occupation)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Public+School+Teachers%22">Public School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity+%28Faculty%29%22">Diversity (Faculty)</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Massachusetts+%28Boston%29%22">Massachusetts (Boston)</searchLink>
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  Data: 10.1177/0022487118789367
– Name: ISSN
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  Data: 0022-4871
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 86
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2018
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1199714
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        Value: 10.1177/0022487118789367
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      – SubjectFull: African American Teachers
        Type: general
      – SubjectFull: Males
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      – SubjectFull: Teaching Experience
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