Access the full text.
Sign up today, get DeepDyve free for 14 days.
Loading next page...
/lp/emerald-publishing/the-experiences-of-three-black-african-male-mathematics-teachers-in-a-inLR0h4idM
References (13)
-
(2010)
Instructional strategies and dispositions of teachers who help African American students gain conceptual understanding -
Julius Davis, T. Frank, Lawrence Clark (2013)
The Case of a Black Male Mathematics Teacher Teaching in a Unique Urban Context: Implications for Recruiting Black Male Mathematics Teachers, 1
-
(2010)
This little light of mine! Entering voices of cultural relevancy into the mathematics teaching conversation -
R. Ingersoll, Henry May (2011)
Recruitment, Retention, and the Minority Teacher Shortage -
Edward Brockenbrough (2008)
Black men teaching: The identities and pedagogies of black male teachers -
Marvin Lynn (2002)
Critical Race Theory and the Perspectives of Black Men Teachers in the Los Angeles Public SchoolsEquity & Excellence in Education, 35
-
(2014)
Waiting for black superman: a look at a problematic assumption -
S. Kirby, M. Berends, Scott Naftel (1999)
Supply and Demand of Minority Teachers in Texas: Problems and Prospects, 21
-
R. Mabokela, Jean Madsen (2003)
Crossing Boundaries: African American Teachers in Suburban SchoolsComparative Education Review, 47
-
R. Palmer, J. Wood, Andrew Arroyo (2016)
Toward a Model of Retention and Persistence for Black Men at Historically Black Colleges and Universities (HBCUs)Spectrum: A Journal on Black Men, 4
-
Anthony Brown (2011)
Pedagogies of experience: a case of the African American male teacherTeaching Education, 22
-
B. Achinstein, Rodney Ogawa, Dena Sexton, Casia Freitas (2010)
Retaining Teachers of Color: A Pressing Problem and a Potential Strategy for “Hard-to-Staff” Schools, 80
-
C. Lewis, I. Toldson (2013)
Black Male Teachers, 1
- Publisher
- Emerald Publishing
- Copyright
- Copyright © Emerald Group Publishing Limited
- ISSN
- 2053-535X
- DOI
- 10.1108/JME-04-2017-0027
- Publisher site
- See Article on Publisher Site
Abstract
PurposeThe purpose of this study is to examine three black African male mathematics teachers’ preparation, teaching experiences, why they chose to become teachers in a diverse school district, the successes and challenges they faced and the impact of a same race and gender peer mentoring program on them.Design/methodology/approachThis study used collective case study methodology to better understand three black African male mathematics teachers’ experiences in a same race and gender peer mentoring program and their professional experiences.FindingsThe results illustrated that all of the black African male mathematics teachers had experiences predicated on their race and gender. The same race and gender peer mentoring program helped black African male mathematics teachers to receive proper induction into the school district, navigate their schools and district and help create an environment to support their retention in schools and the district.Originality/valueThis study adds to the growing body of research on black male mathematics teachers and sheds light on how the same race and gender programs help to retain them in the profession and their schools.
Journal
Journal for Multicultural Education – Emerald Publishing
Published: Jun 11, 2018