The Experiences of Black Male Teachers in International Schools in East and Southeast Asia

Autor/in	Sheppard, Myson Jonathan
Titel	The Experiences of Black Male Teachers in International Schools in East and Southeast Asia
Quelle	(2023), (131 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of North Dakota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-9186-8
Schlagwörter	Hochschulschrift; Dissertation; African American Teachers; Males; Study Abroad; Overseas Employment; International Schools; Foreign Countries; Teaching Experience; Racism; Racial Discrimination; Minority Group Teachers; Equal Education; Teacher Selection; Human Resources; Asia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Male; Männliches Geschlecht; Studies abroad; Auslandsstudium; Auslandstätigkeit; International school; Internationale Schule; Ausland; Rassismus; Racial bias; Humankapital; Asien
Abstract	Although substantive research examines the issues surrounding the lack of Black Male Teachers (BMTs) nationally, limited studies involve their experiences in international schools. This is troubling when juxtaposed with their experiences researched and documented during teacher training, hiring practices, and on the job in the U.S. Although the issue is complex, many stem from explicit and implicit racial discrimination from the white racial majority. Given the problems preservice and eventual BMTs face in the U.S., examining BMTs narratives in the international school industry was necessary. Kanter's token theory suggests that any slice of a social group comprised below 15% of a whole hold no power amongst their respective groups. Currently, the entire Black male teacher population sits at just below 2% in the U.S. This dissertation aimed to explore BMTs experiences in international schools in East and Southeast Asia, where their numbers are likely lower than in the US, and where international schools are often touted as having and being inclusive of a diverse stakeholder community. Practitioner-based narrative interviews with six BMTs found that all participants appreciated and benefited from the knowledge and networking opportunities that supported the development of their international school teaching careers. However, despite being content with their decision to work abroad, they all encountered or took measures to address potential racial discrimination during the hiring process and while teaching. The implications of these findings, along with Kanter's token theory, which served as the theoretical framework for the study, suggest a pressing need to increase the number of BMTs and overall minority teachers and teacher leadership staff by implementing more equitable hiring practices and specific human resources directives. These measures would help to protect minority teachers against racial discrimination and implicit bias. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01