Race, culture and agency: Examining the ideologies and practices of US teachers of Black male students

被引：24

作者：

Allen, Quaylan ^{[1
]}

机构：

[1] Chapman Univ, Orange, CA 92866 USA

来源：

TEACHING AND TEACHER EDUCATION | 2015年 / 47卷

关键词：

Black males; Teacher ideology; Teacher agency; Resistance; Secondary education; Teacher education; AFRICAN-AMERICAN MALES; HIGH-SCHOOL; TRANSFORMATIONAL RESISTANCE; RELEVANT PEDAGOGY; WHITE TEACHERS; EDUCATION; MATHEMATICS; ACHIEVEMENT; COMMUNITY; CHILDREN;

D O I：

10.1016/j.tate.2014.12.010

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examines teachers of Black male students in a United States secondary school setting. Qualitative methods were used to document teachers' ideologies of and practices with their Black male students. In general, teachers drew upon competing structural and cultural explanations of Black male social and academic outcomes, while also engaging in practices that contested school barriers for Black males. Teacher beliefs about and practices with their Black male students were inconsistent in many ways, yet their agency on behalf of Black males might be understood as essential to Black male educational progress. (C) 2015 Elsevier Ltd. All rights reserved.

引用

页码：71 / 81

页数：11

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