Exploring the Transition Experiences of One Black Male Refugee Pre-Service Teacher at a HBCU
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| Title: | Exploring the Transition Experiences of One Black Male Refugee Pre-Service Teacher at a HBCU |
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| Language: | English |
| Authors: | Goings, Ramon B., Bristol, Travis J., Walker, Larry J. |
| Source: | Journal for Multicultural Education. 2018 12(2):126-143. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Black Colleges, Refugees, Health Education, Blacks, Males, Minority Group Students, College Environment, Student Adjustment, Racism, Student Attitudes, Pronunciation, Preservice Teachers, Student Experience, Social Bias, Barriers, Coping, Undergraduate Students, Foreign Countries, African American Students |
| Geographic Terms: | Liberia, United States |
| DOI: | 10.1108/JME-01-2017-0004 |
| ISSN: | 2053-535X |
| Abstract: | Purpose: There is limited discussion in the teacher education literature about the experiences of pre-service black male teachers generally and the ethnic diversity among black male pre-service teachers specifically. Thus, this paper aims to explore the experiences of Frank, a black male refugee health education major attending an historically black college and university (HBCU). Design/methodology/approach: This research study is theoretically guided by selected tenets of Bush and Bush's (2013) African American male theory and Goodman et al.'s (2006) transition framework and uses a qualitative approach to explore Frank's transition experiences when coming to America, attending college and engaging in his student teaching experience. Findings: Frank experienced some difficulty transitioning to America, as a result of not having a strong financial foundation. During his college transition, Frank believed that the HBCU environment was nurturing; however, he encountered numerous ethnocentrically charged hostile confrontations from US-born black students at his university because of his accent. While he had some disagreements with the US education system in terms of discipline, Frank believed that his accent served as an asset during student teaching. Originality/value: This study adds to the burgeoning research that explores the intersectional identities among pre-service black male teachers. As we argue in this paper, researchers, policymakers and practitioners cannot treat black male teachers as a monolithic group and must contemplate the unique supports needed that can attend to the racial and ethnic needs of black male teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1363684 |
| Database: | ERIC |
| Abstract: | Purpose: There is limited discussion in the teacher education literature about the experiences of pre-service black male teachers generally and the ethnic diversity among black male pre-service teachers specifically. Thus, this paper aims to explore the experiences of Frank, a black male refugee health education major attending an historically black college and university (HBCU). Design/methodology/approach: This research study is theoretically guided by selected tenets of Bush and Bush's (2013) African American male theory and Goodman et al.'s (2006) transition framework and uses a qualitative approach to explore Frank's transition experiences when coming to America, attending college and engaging in his student teaching experience. Findings: Frank experienced some difficulty transitioning to America, as a result of not having a strong financial foundation. During his college transition, Frank believed that the HBCU environment was nurturing; however, he encountered numerous ethnocentrically charged hostile confrontations from US-born black students at his university because of his accent. While he had some disagreements with the US education system in terms of discipline, Frank believed that his accent served as an asset during student teaching. Originality/value: This study adds to the burgeoning research that explores the intersectional identities among pre-service black male teachers. As we argue in this paper, researchers, policymakers and practitioners cannot treat black male teachers as a monolithic group and must contemplate the unique supports needed that can attend to the racial and ethnic needs of black male teachers. |
|---|---|
| ISSN: | 2053-535X |
| DOI: | 10.1108/JME-01-2017-0004 |
