Easing down the Road: Exploring the Pathway to the Field and Experiences of Black Male Special Education Teachers

Autor/in	Cormier, Christopher J.
Titel	Easing down the Road: Exploring the Pathway to the Field and Experiences of Black Male Special Education Teachers
Quelle	In: Educational Forum, 87 (2023) 3, S.236-251 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cormier, Christopher J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2022.2155894
Schlagwörter	Special Education; Special Education Teachers; Males; Blacks; Teacher Recruitment; Teacher Persistence; Teacher Attitudes; Minority Group Teachers; Diversity (Faculty); Teacher Motivation; Teacher Role; Middle School Teachers; High School Teachers; Georgia; Texas; California; New York; Tennessee + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Male; Männliches Geschlecht; Black person; Schwarzer; Lehrerrekrutierung; Lehrerverhalten; Lehrerrolle; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Kalifornien
Abstract	For years, policymakers, districts, and scholars have pushed for the inclusion of more Black male teachers in US public schools; however, their even smaller subset--Black male special education teachers--has been ignored, particularly by scholars. The results of this study provide insight into the recruitment and retention of Black male special education teachers as the author interviewed 10 of them on what factors impacted their decision to enter the field and assume the roles they did. The results highlight that these teachers have had a parent who was a special educator or mentor who aided their decision, and they often assume the role of a tutor or father figure, particularly for Black boys in their schools. Implications for research and practice are also discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01