Pathways to Teaching: An Examination of Black Females' Pursuits of Careers as K-12 Teachers

Autor/inn/en	Farinde, Abiola A.; LeBlanc, Jennifer K.; Otten, Amanda S.
Titel	Pathways to Teaching: An Examination of Black Females' Pursuits of Careers as K-12 Teachers
Quelle	In: Educational Research Quarterly, 38 (2015) 3, S.32-51 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Females; Phenomenology; Educational Experience; Disproportionate Representation; African American Teachers; Career Choice; Educational Policy; Career Development; Elementary Secondary Education; Semi Structured Interviews; Teacher Effectiveness; Student Teaching; School Support; Institutional Characteristics; Work Attitudes; Collegiality; Teacher Student Relationship; Teacher Attitudes; Qualitative Research + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Phenomenological psychology; Phänomenologie; Psychologie; Bildungserfahrung; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; Berufsentwicklung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching practice; Unterrichtspraxis; Schulförderverein; Work attitude; Arbeitshaltung; Kollegialität; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Qualitative Forschung
Abstract	White, female, middle-class teachers dominate the education field. As a result, Black female teachers are underrepresented in the teaching field. Statistically, Black female teachers represent 7.7% of the United States teaching force, while White female teachers make up over 60% of the American teaching workforce. With the aim of diversifying the teaching pool, this phenomenological study explored the lived K-12 and collegiate educational experiences of Black female in-service teachers in order to gain insight about their vocational choices to become educators. Constant comparative data analysis revealed four major themes. The results of this study have implications for teacher education programs and educational policy. (As Provided).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01