Missing Misters: Uncovering the Pedagogies and Positionalities of Male Teachers of Color in the School Lives of Black and Latino Adolescent Boys

Autor/in	Carey, Roderick L.
Titel	Missing Misters: Uncovering the Pedagogies and Positionalities of Male Teachers of Color in the School Lives of Black and Latino Adolescent Boys
Quelle	In: Race, Ethnicity and Education, 23 (2020) 3, S.392-413 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2019.1663991
Schlagwörter	Males; Minority Group Teachers; African American Students; Hispanic American Students; Preschool Education; Elementary Secondary Education; Teacher Role; Student Attitudes; Secondary School Students; Urban Schools; Racial Factors; Racial Bias; Culturally Relevant Education; Grade 11; Low Income Groups; Middle Class + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Pre-school education; Vorschulerziehung; Lehrerrolle; Schülerverhalten; Sekundarschüler; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Racial discrimination; Rassismus; School year 11; 11. Schuljahr; Schuljahr 11; Mittelschicht
Abstract	Educational stakeholders often recruit male teachers of color as solutions to the problems facing Black and Latino boys and young men in PreK-12 schools. However, given the assumptions made of these teachers' role in the lives of boys of color and their disproportionally low presence, few studies have considered what boys themselves report as missed because of the absence of Black and Latino male teachers. This case study drew from the voices of five Black and Latino adolescent boys in one urban secondary school in the United States to theorize what the participants "missed" (e.g. yearned for connections, reflections of self) and "missed out on" (e.g. seeing positive images of men of color) by not having a more robust presence of Black and Latino male teachers of color or "misters." Findings indicated the need for boys' voices in advancing nuanced recruitment and retention discourses for their male teachers of color. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01