Schooled Out: Black male teachers experiences schooling in, teaching and leaving New York City Public Schools

Title: Schooled Out: Black male teachers experiences schooling in, teaching and leaving New York City Public Schools
Identifier: d_2009_2013:ffa612079d29:11742
identifier: 12340
Creator: Pabon, Amber,
Contributor: Ofelia Garcia
Date: 2013
Language: English
Publisher: City University of New York.
Subject: Educational leadership | Black studies | Black male teachers | life history | teacher diversity | teacher induction | teacher retention | urban schools
Abstract: Black male teachers make up less than 2% of the American public school labor force (Brockenbrough, 2008; Dee, 2005; Lewis, 2007). We know little about their life histories and teaching experiences. This qualitative study draws from concepts on languaging (Garcia, 2006) and African oral tradition (Smitherman, 1977) and life history (McAdams, 2008) and critical race theory. I utilize life history interview methods and narrative analysis to examine the narratives of seven Black male teachers. Former students of urban schools and current teachers in New York City public schools, these "inner-city griots" (Freestyle Fellowship, 1993) speak their truths to power.
Type: dissertation
Source: 2009_2013.csv
degree: Ph.D.
Program: Urban Education

Media: Schooled Out: Black male teachers experiences schooling in, teaching and leaving New York City Public Schools