Who Joins Teach For America and Why? Insights Into the “Typical” Recruit in an Urban School District
Bibliographic Data
| ID | 9730212 |
|---|---|
| Authors | Rolf Straubhaar (0000-0002-6416-0519, University of California, Los Angeles, CA, USA, corresponding author), Michael A Gottfried (0000-0002-4396-0576, University of California, Santa Barbara), Michael Gottfried (University of California, Santa Barbara, CA, USA) |
| Year | 2016 |
| Volume | 48 |
| Issue | 7 |
| Pages | 627-649 |
| Publication date | 2016-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124514541463 |
| OpenAlex | W2095082673 |
| Language | EN |
| Citations received | 15 |
| References cited | 26 |
Building upon previous research on how personal and demographic characteristics of teachers are correlated with larger issues in teacher recruitment and retention, this study contributes unique insight into the personal attributes, characteristics, and career aspirations of new teachers brought into teaching in Los Angeles through the Teach For America program. Drawing from ethnographic interviews with 25 current Teach For America teachers, this study finds that teachers in this study perceive themselves as embodying personal characteristics that prior research would support as less common among teachers in urban schools: That is, they see themselves as being competitive, high-performing, and enthusiastically committed to ending educational inequality. However, these participants tend to come from privileged backgrounds and colleges and consequently view their time teaching in urban schools as an interim period before pursuing other more “high prestige” careers. Implications of these findings are discussed
Ethnography · Interim · Mathematics education · Pedagogy · Political science · Prestige · Sociology · Critical Race Theory in Education · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Teachers’ identity
How does Teach For America engage its alumni politically? A case study in Detroit
Motivations to enter teaching
Reproducing the urban or reappraising the local? Extracurricular activities developed by fellows in an alternative teacher preparation programme in China
Recognising localised pedagogical capital
I knew I had to leave”
Expanding the research terrain
Why do graduates from prestigious universities choose to teach in disadvantaged schools? Lessons from an alternative teacher preparation program in China
Trying on teaching for fit” – Development of professional identity among professionals with multiple career opportunities
Different location or different map? Investigating charter school teachers' professional identities
Hope, vulnerability, and grief
Altruism, Jobs, and Alternative Certification
Good Intentions Can Only Get You So Far”
Teaching for America Across Two Hemispheres
The dangers of relentless pursuit
The Teacher Shortage
Where Should Student Teachers Learn to Teach?
Teacher Sorting and the Plight of Urban Schools
Teacher Recruitment and Retention
Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness.
Retaining Teachers of Color
Estimation of a Duration Model in the Presence of Missing Data
Teach for América
Teacher Turnover and Teacher Shortages
What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover
The Influence of School Administrators on Teacher Retention Decisions
Why Students of Color Are Not Entering Teaching
Bridges to the Future
| Unique citing works | 15 |
|---|---|
| Citations per year | 1,36 |
| Citation span | 2015 - 2024 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 14 |