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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
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  Data: Investigating Preservice Black Male Teachers' Identity as Men, Teachers, and Researchers through Undergraduate Research
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  Data: <searchLink fieldCode="SO" term="%22Peabody+Journal+of+Education%22"><i>Peabody Journal of Education</i></searchLink>. 2020 95(5):498-512.
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  Data: 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
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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="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Research%22">Student Research</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Identification+%28Psychology%29%22">Identification (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Identification%22">Racial Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Masculinity%22">Masculinity</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Maryland%22">Maryland</searchLink>
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  Data: 10.1080/0161956X.2020.1826116
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  Data: 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.
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  Data: 2020
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  Data: EJ1278869
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