Investigating Preservice Black Male Teachers' Identity as Men, Teachers, and Researchers through Undergraduate Research
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| Title: | Investigating Preservice Black Male Teachers' Identity as Men, Teachers, and Researchers through Undergraduate Research |
|---|---|
| Language: | English |
| Authors: | Davis, Julius, Allen, Keisha McIntosh, Goings, Ramon, Watts, John, McKay-Davis, Brandon, Thomas, Avery, Parker, Wil |
| Source: | Peabody Journal of Education. 2020 95(5):498-512. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | African American Teachers, Males, Teacher Education Programs, Preservice Teacher Education, Undergraduate Study, Student Research, Teacher Characteristics, Preservice Teachers, Identification (Psychology), Racial Identification, Professional Identity, Self Efficacy, Self Concept, Masculinity |
| Geographic Terms: | Maryland |
| DOI: | 10.1080/0161956X.2020.1826116 |
| ISSN: | 0161-956X |
| Abstract: | Research of preservice Black male teachers' experiences in teacher education programs is limited in general and specifically at Historically Black Colleges and Universities (HBCUs). Moreover, there is little research about the initiatives established to support Black men in teacher education programs, such as undergraduate research experiences. Thus, this participatory action research project uses African American male theory and the scholar identity model to examine how an undergraduate research experience about Black male teachers helped to enhance preservice teachers' unique identities as Black men, teachers, and researchers. The data corpus for this study consists of individual and focus group interviews, video and audio recorded research sessions, pictures, artifacts, and documents. The findings illustrate how the three participants' self-proclaimed identities were enhanced and further developed through the research project. This study offers recommendations on how to support preservice Black male teachers in teacher education programs and undergraduate research experiences. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1278869 |
| Database: | ERIC |
| Abstract: | Research of preservice Black male teachers' experiences in teacher education programs is limited in general and specifically at Historically Black Colleges and Universities (HBCUs). Moreover, there is little research about the initiatives established to support Black men in teacher education programs, such as undergraduate research experiences. Thus, this participatory action research project uses African American male theory and the scholar identity model to examine how an undergraduate research experience about Black male teachers helped to enhance preservice teachers' unique identities as Black men, teachers, and researchers. The data corpus for this study consists of individual and focus group interviews, video and audio recorded research sessions, pictures, artifacts, and documents. The findings illustrate how the three participants' self-proclaimed identities were enhanced and further developed through the research project. This study offers recommendations on how to support preservice Black male teachers in teacher education programs and undergraduate research experiences. |
|---|---|
| ISSN: | 0161-956X |
| DOI: | 10.1080/0161956X.2020.1826116 |
