Increasing African American Teachers’ Presence in American Schools

Voices of Students Who Care

Dados Bibliográficos

ID10855643
AutoresMargaret Wilder (University of Georgia), Margaret O Wilder (0000-0001-8446-1960, autor correspondente)
Ano2000
Volume35
Fascículo2
Páginas205-220
Data de publicação2000-05-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoUrban Education (JOURNAL)
Identificadores do periódicoISSN: 0042-0859 • E-ISSN: 1552-8340
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/0042085900352005
OpenAlexW2111835143
IdiomaEN
Citações recebidas14
Referências citadas15

Educational reformers have drawn national attention to the African American teacher shortage by providing demographic and empirical data that illustrate the racial imbalance within the teaching profession. Notably absent from the data, however, are the voices of the students for whom reforms are intended. This article presents the narratives of a group of African American students to illustrate the impact on students of having or not having African American teachers. Listening to students’ descriptions of their interaction with their teachers and their praise of their African American teachers illuminates why recruiting more teachers of color is important not only to the profession but also, crucially, to the students themselves

Active listening · African american · Economic shortage · Ethnic group · Government (linguistics) · Mathematics education · Narrative · Pedagogy · Praise · Sociology · Critical Race Theory in Education · Parental Involvement in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies