Coverart for item
The Resource Black Female Teachers : Diversifying the United States' Teacher Workforce

Black Female Teachers : Diversifying the United States' Teacher Workforce

Label
Black Female Teachers : Diversifying the United States' Teacher Workforce
Title
Black Female Teachers
Title remainder
Diversifying the United States' Teacher Workforce
Creator
Contributor
Subject
Language
eng
Summary
This important, timely, and provocative book explores the recruitment and retention of Black female teachers in the United States. There are over 3 million public school teachers in the US, African American teachers only comprise approximately 8 percent of the workforce. Contributions consider the implicit nuances that these teachers experience
Member of
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Series statement
Advances in Race and Ethnicity in Education
Series volume
v.6
Black Female Teachers : Diversifying the United States' Teacher Workforce
Label
Black Female Teachers : Diversifying the United States' Teacher Workforce
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4838474
Publication
Copyright
Related Contributor
Related Location
Related Agents
Related Authorities
Related Subjects
Related Items
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Front Cover -- Black Female Teachers: Diversifying the United States' Teacher Workforce -- Copyright Page -- Contents -- List of Contributors -- Acknowledgments/Dedication -- Foreword -- Reflecting Back While Gazing Forward: Black Female Teachers and the Diversification of the United States' Teacher Workforce -- Why Black Female Teachers? -- Shaping the Discussion on Black Female Teachers -- Part I: Historical/Contemporary Landscape of Black Female Teachers -- Part II: Scholarly Examination of Black Female Teachers -- Part III: Retention of Black Female Teachers -- References -- The Historical/Contemporary Landscape of Black Female Teachers -- {u2026}.And Then There Were None: Reversing the Exodus of Black Women from the Teaching Profession -- Introduction -- History of BWTs in American Schools -- Phase 1: The Reconstruction Era and Negro Teachers -- Help Wanted: Teachers for Freed Slaves -- The Freedmen's Bureau and Negro Teachers -- Philanthropists and Missionaries Support Negro Education -- The Negro Community Teaches its Own -- Negro Public Schools were "Public in Name Only" -- Phase 2: Brown and the Integration of Colored Teachers in American Schools -- Phase 3: The Exodus of Black Women from the Teaching Profession -- The Importance of BWTs in America's Classrooms -- "Our Teachers Should Look Like America" -- A Diverse Teacher Workforce as a Moral Imperative -- BWTs and the Role-Model Theory -- Promising Recruiting Proposals for Reversing the Exodus of Black Women from the Teaching Profession -- Special Emphasis Recruiting for Teachers -- Recommendations for the National Level -- Recommendations for Schools of Education -- The Teacher Quality and Retention Program -- Alternative Route Certification Programs -- University Athletic Departments -- Diversity at the Blackboard -- Recommendations for Local School Districts
  • Supportive School Structures -- Use of Ethnic Match and Incumbent Recruiters -- Grow-Your-Own -- Discussion and Conclusion -- Notes -- References -- The Antioppressionist Thoughts and Pedagogies of Anna Julia Cooper and Septima Poinsette Clark -- Introduction -- The Socio-cultural, Familial, and Educational Influences that Impacted Cooper and Clark's Antioppressionist Thoughts on Race and Education -- Anna Julia Cooper -- Septima Poinsette Clark -- Anna Julia Cooper and Septima Poinsette Clark's Antioppressionist Thoughts on Racism -- Cooper and Clark's Antiopressionist Educational Thoughts and Teaching Practices -- Anna Julia Cooper -- Septima Poinsette Clark -- Summary and Conclusions -- Note -- References -- Scholarly Examination of Black Female Teachers -- The Urban Factor: Examining Why Black Female Educators Teach in Under-resourced, Urban Schools -- Introduction -- Literature Review -- The Urban Factor -- Method -- Participants -- Data Collection -- Data Analysis -- Findings -- Diversity in Urban Schools -- Educational Background -- Fulfilling an Urgent Need -- Student Behavior -- Discussion -- Recommendations -- Conclusion -- Notes -- References -- "Black Like Me": Female Preservice Teachers of Color on Learning to Teach for Social Justice with a Black Female Professor -- Preservice Teachers of Color and Learning to Teach for Social Justice -- Critical Race Theory and Culturally Relevant Pedagogy -- Research Approach -- Methodology -- Context -- Participants -- Ashley -- Marena -- Brianna -- Laryn -- Felicia -- Tambra -- Data Collection and Analysis -- Racialized Experiences in the Program -- On Becoming Culturally Relevant -- Developing Cultural Competence -- Race/Ethnicity as Assets -- Race/Ethnicity Challenged -- Unlearning Biases and Stereotypes -- Having Tambra as a Professor in a Diversity Course -- Discussion and Implications -- Note
  • References -- Retention of Black Female Teachers -- Invisible Threads: Working Conditions, Interpersonal Relationships, and Turnover Among Black Female Teachers -- Introduction -- Literature Review -- Research Methodology -- Survey -- Sample -- Measures -- Working Conditions -- Career Decisions -- Covariates -- Data-analytic Plan -- Part 1: Ratings of Working Conditions -- Part 2: Interpersonal Relationships and Career Decisions -- Results -- Research Question 1: Ratings of Working Conditions -- Social Context -- Pedagogical Context -- Professional Context -- Financial Context -- Racial Context -- Research Question 2: Interpersonal Relationships and Retention Decisions -- Discussion and Conclusion -- Notes -- References -- Racial Congruence, Teacher Stress, and Professional Commitment among African-American Female Teachers -- Introduction -- Perspectives on African-American Teachers, Working Conditions, and Schools -- Demographics and School Staffing -- African-American Teachers Perspectives of Working Conditions -- Racial Congruence and Teacher Perceptions -- Unique Perspectives of AAF Teachers -- Appraising One's Work Environment: Conceptualizing Teacher Stress -- Application of Transactional Theory of Stress to Teachers -- A Study of Racial Congruence and Risk for Stress among AAF Teachers -- Analyses and Findings -- Research Question 1: AAF Elementary Teachers Appraise More At-Risk for Stress Compared to Other Teachers -- Research Question 2: AAF Teachers Less At-Risk for Stress Compared to WF Teachers in Schools Approaching Racial Congruence -- Research Question 3: AAF Teachers Perceive Vocational Concerns and Professional Commitment Differently across School Majority-Minority Status -- Discussion and Future Research Directions -- Confronting the "Tax" on Teachers of Color -- Importance of School Context on Appraising the Environment
  • Professional Commitment Not Higher among Black Female Teachers -- Tapping into AAF Teachers' Funds of Knowledge -- Conclusion -- Notes -- References -- Why Black Women Teachers Leave and What Can Be Done About it -- Introduction -- Statement of Purpose -- Conceptual Framework and Review of Prior Research -- Compensation -- School Characteristics -- Working Conditions -- Teacher Preparation and Experience -- Study Design -- Measures -- Data Analysis Methods -- Findings -- Trends in Black Teacher Employment -- Black Teacher Attrition Trends -- Factors Affecting Black Teacher Retention -- Compensation -- Teacher Preparation and Experience -- Working Conditions -- Policy Implications -- Create Compensation Packages That Make Living as a Teacher More Affordable, Including Housing Supports and Childcare Supports -- Support High-Retention Preparation Programs That Better Prepare and Support Black Teachers to Have Successful, Lasting Careers in the Classroom -- Loan Forgiveness and Service Scholarships -- Teacher Residencies -- Support Ongoing Development of Black Teachers through High-Quality Mentoring and Induction, Improved Working Conditions, and Opportunities for Career Development -- Mentoring and Induction -- Improved Working Conditions through Better Prepared Principals -- The Promise of University-District Partnerships -- The Power of State Accreditation and Licensure Standards -- Conclusion -- Notes -- References -- About the Book Editors -- About the Chapter Authors -- About the Series Editors -- Afterword: About the Book Series -- Epilogue: Engage in a Solution: #dothework -- References -- Index
http://library.link/vocab/cover_art
https://contentcafe2.btol.com/ContentCafe/Jacket.aspx?Return=1&Type=S&Value=9781787144613&userID=ebsco-test&password=ebsco-test
Dimensions
unknown
http://library.link/vocab/discovery_link
{'f': 'http://opac.lib.rpi.edu/record=b4415267'}
Extent
1 online resource (225 pages)
Form of item
online
Isbn
9781787144613
Media category
computer
Media MARC source
rdamedia
Media type code
c
Sound
unknown sound
Specific material designation
remote

Library Locations

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      110 8th St, Troy, NY, 12180, US
      42.729766 -73.682577
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