Is the value worth the costs
Examining the experiences of preservice teachers of color in predominantly White colleges of education
Bibliographic Data
| ID | 4256325 |
|---|---|
| Authors | Amerah Archer (0000-0001-6215-9103, University of Toledo), Revathy Kumar (0000-0002-5175-0421, University of Toledo, corresponding author), Eric Pilcher (0000-0002-9074-3750, University of Toledo) |
| Year | 2022 |
| Volume | 61 |
| Issue | 1 |
| Pages | 89-101 |
| Publication date | 2022-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2021.1932152 |
| OpenAlex | W3172175038 |
| Language | EN |
| Citations received | 1 |
| References cited | 56 |
Recruiting and retaining students of color in colleges of education in predominately White institutions (PWIs) is a source of concern. Efforts to reverse this trend have proven unsuccessful. This article uses the Expectancy-Value-Cost motivational framework to understand three underlying cultural costs that negatively impact preservice teachers of color, namely cultural dissonance, belonging uncertainty and stereotype threat. We propose that ameliorating cultural costs for preservice teachers of color enhances their expectations for successful graduation and increases the subjective value of the teaching profession. Finally, we discuss practices that can be implemented at the interpersonal, instructional, and institutional organizational levels to ameliorate these cultural costs
Cognitive dissonance · Expectancy theory · Graduation (instrument · Higher education · Interpersonal communication · Interpersonal relationship · Pedagogy · Political science · Stereotype (UML · Stereotype threat · Value (mathematics · White (mutation · Communication in Education and Healthcare · Critical Race Theory in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies
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Black and Belonging at School
Motivational Beliefs, Values, and Goals
The Mathematics Value Inventory for General Education Students
Talking about Race, Learning about Racism
Who Am I and What Am I Going to Do With My Life? Personal and Collective Identities as Motivators of Action
Being and Becoming a Teacher
Rethinking the Role of “Culture” in Educational Equity
Critical race reflections
Perceiving High or Low Home-School Dissonance
Cultural considerations in teachers’ perceptions of student classroom behavior and achievement
Motivations for choosing teaching as a career
Talking About Ourselves, Talking About Our Mothers
I Didn’t Wanna Believe It was a Race Issue”
Diversifying the Teaching Force
Culturally Relevant Pedagogy in a Diverse Urban Classroom
Voices of Aspiring Teachers of Color
A Fly in the Ointment”
A complex dynamic systems perspective on identity and its development
Cultural Beliefs and Instructional Intentions
The regulation of explicit and implicit race bias
A question of belonging
Analyzing Cultural Models and Settings to Connect Minority Achievement and School Improvement Research
Measuring cost
Disrupting Postsecondary Prose
A threat in the air
Preparing Teachers for Culturally Diverse Schools
The Black Educator
The need to belong
Critical Race Theory and Interest Convergence as Analytic Tools in Teacher Education Policies and Practices
Fighting for Our Lives
Studying Teacher Education
Is the Team All Right? Diversity and Teacher Education
Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education
Conceptualizing a Black Female Teacher Pipeline
Human Diversity, Assessment in Education and the Achievement of Excellence and Equity
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2022 - 2022 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |