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The Urban Review

Erschienen in:

25.07.2016

It’s Hard To Be Who You Don’t See: An Exploration of Black Male High School Students’ Perspectives on Becoming Teachers

verfasst von: Ramon B. Goings, Margarita Bianco

Erschienen in: The Urban Review | Ausgabe 4/2016

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Abstract

The goal of this qualitative study was to explore the perspectives of high school age Black males (N = 22) regarding factors that influence or deter their consideration of becoming teachers. Participants were enrolled in a yearlong, pre-collegiate course designed to introduce high school students to the teaching profession. Qualitative analysis of students’ interviews revealed that negative school experiences, including low expectations, racial stereotypes, and microaggressions, deterred consideration of becoming a teacher. Positive interactions with encouraging teachers and the opportunity to have direct teaching experience in the community helped students see themselves as potential future teachers. Implications for practice are discussed.

Vorheriger Artikel The Gentrification of Dual Language Education

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Titel: It’s Hard To Be Who You Don’t See: An Exploration of Black Male High School Students’ Perspectives on Becoming Teachers
verfasst von: Ramon B. Goings
Margarita Bianco
Publikationsdatum: 25.07.2016
Verlag: Springer Netherlands
Erschienen in: The Urban Review / Ausgabe 4/2016
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-016-0371-z

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