They do not relate to Black people like us’
Black teachers as role models for Black pupils
Bibliographic Data
| ID | 11487574 |
|---|---|
| Authors | Uvanney Maylor (0000-0003-1254-7524, London Metropolitan University, corresponding author) |
| Year | 2009 |
| Volume | 24 |
| Issue | 1 |
| Pages | 1-21 |
| Publication date | 2009-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education Policy (JOURNAL) |
| Journal identifiers | ISSN: 0268-0939 • E-ISSN: 1464-5106 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02680930802382946 |
| OpenAlex | W2031746516 |
| Language | EN |
| Citations received | 47 |
| References cited | 40 |
Growing concerns about the experience and achievement of Black pupils (especially Black males) underpin calls for more Black people to serve as teacher and lay mentor role models in schools. Calls for increased numbers of Black teacher role models assume firstly, that Black teachers regard themselves as role models and want to perform such a role in school. Secondly, that Black pupils will automatically see Black teachers as role models for Black pupils and make a connection between the behaviour modelled by Black teachers and their own behaviour, aspirations or achievement. Thirdly, that Black teachers are the most appropriate role models for Black pupils. This article draws on empirical data to explore these assumptions and to illustrate the ways in which they are flawed
Black female · Black male · Black women · Mathematics education · Sociology · Early Childhood Education and Development · Gender Studies · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
Black Scholarly Activism between the Academy and Grassroots
How Culturally Responsive STEM Curriculum and Relatability Shift Middle School Perceptions of Belonging and Interest in Inventive Activities
SHAPEsoWhite
Intersectional approaches to educational research through a gendered lens
Cycles of Fugitivity
We Will Not Walk Through Rotten Orchards
We are transformers
The Culture Trap
Perspectives of 21st Century Black Women English Teachers on Impacting Black Student Achievement
The limits of role modeling as a basis for critical multicultural education
How, still, is the Black Caribbean child made educationally subnormal in the English school system
Taking a Cross-Faculty Stand Against Racism and Inequality
Fitting in whilst standing out”
Credentials, Perpetual “Foreignness”, and Feeling out of Place
Black male student teachers
I’m going to prove you wrong”
Exploring the career trajectories of Black male educators in p-12 education
Black educators in (white) settings
Teacher ethnicity, student ethnicity, and student outcomes
The Bridge Between Cuba and Me”
A Gender-Balanced Workforce Matters
Initial teacher training
Minoritised teachers’ experiences of multiple, intersectional racisms in the school system in England
Missing misters
The diversity trap? Critical explorations of black male teachers’ negotiations of leadership and learning in London state schools
Meeting myself
You’ve got to be tough and I’m trying’
How can only 18 black teachers working in Liverpool represent a diverse teaching workforce? A critical narrative
Rethinking the Influence of Male Teachers
Connecting with my Brothers
Teachers and educational policies
Role models and confidants? Students with and without migration backgrounds and their perception of teachers with migration backgrounds
The politics of teaching as an occupation in the professional borderlands
The societal construction of ‘boys’ underachievement’ in educational policies
Desegregation and the (Dis)Integration of Black School Leaders
Gender, race, and the politics of role modelling
Black male teachers, white education spaces
Emotions as Both a Tool and a Liability
Quality of Classroom Interactions and the Demographic Divide
Using Systems Theory to Promote Academic Success for African American Males
How Do I Get on With my Teacher? Affective Student‐Teacher Relationships and the Religious Match Between Students and Teachers in Islamic Primary Schools
Race, Identity and Support in Initial Teacher Training
Black women educators’ stories of intersectional invisibility
Through Thick and Thin' How Black Educators Support Urban Students' Postsecondary Plans
Multicultural Matters
Present but Unaccounted For
School desegregation and the politics of 'forced integration
Reassessing Gender and Achievement
The Power of Their Presence
The Qualitative Researcher's Companion
A Teacher Like Me
Teachers, Race, and Student Achievement in a Randomized Experiment
Educational Practice and Sociology
The Impact of Ethnicity, Socioeconomic Status, Language, and Training Program on Teaching Choice Among New Teachers in California
Teaching manfully? Exploring gendered subjectivities and power via analysis of men teachers’ gender performance
So what exactly do you want? What principals mean when they say ‘male role model’
Like lightning in a bottle
Teaching as a profession and as a career
Learning to lose
The cultural formation of teachers' class consciousness
Re-thinking 'role models
A perfect match? Pupils’ and teachers’ views of the impact of matching educators and learners by gender
Attracting, recruiting and retaining male teachers
Gender Politics and Conceptions of the Modern Teacher
The ‘Everyday World’ of Teachers? Deracialised discourses in the sociology of teachers and the teaching profession
Achievement of Black Caribbean pupils
Gender ‘matters’ in the primary classroom
Role models, school improvement and the ‘gender gap’—do men bring out the best in boys and women the best in girls?1
Black students' school success
Mixing and Matching
Understanding Cultural Diversity and Learning
In a Complex Voice
Why Students of Color Are Not Entering Teaching
African Canadian Women Teachers' Activism
Race', Gender and the Education of Teachers
Advancing Multiculturalism, Post 7/7
Do Teachers' Race, Gender, and Ethnicity Matter? Evidence from the National Educational Longitudinal Study of 1988
| Unique citing works | 47 |
|---|---|
| Citations per year | 3,13 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 47 |